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In this paper I explore in detail the syntax, semantics, and pragmatics of two understudied discourse markers of Upper Austrian German: ma indicates surprise, while geh indicates a discrepancy between speaker and addressee. In terms of their context of use, these discourse markers, which are restricted to turn-initial position are — at first sight — similar to the sentence-internal discourse particles leicht and doch. It is shown that these four markers display systematic similarities and differences, which invites the conclusion that their distribution is regulated by grammatical knowledge. An analysis in terms of Wiltschko's (2021) Interactional Spine Hypothesis is developed according to which ma and geh are interactional pro-forms (ProGroundP) which mark a reaction to the speaker's or the addressee's current epistemic state, respectively. In contrast, leicht and doch are analysed as (covertly) associating with the head of the grounding phrases thereby indicating whether or not the propositional content is in the interlocutor's ground. • Introduces new generalizations regarding some discourse markers in Austrian German. • Develops syntactic analysis that captures distribution, interpretation, and context of use of these discourse markers. • Supports the framework of the interactional spine hypothesis. [ABSTRACT FROM AUTHOR]

This paper compares three types of embedded root clause (verb second in complement clauses, embedded imperatives and embedded inverted interrogatives) in German and English. It will describe in detail how these constructions differ from their non-root counterparts syntactically and pragmatically, and how equivalent constructions in German and English differ from each other. I will then use Farkas's (2022) version of the Table model to formalise how the pragmatic characteristics of these constructions falls out from a mixture of the generations of a conventional implicature and language-specific rules on how perspectives may shift under attitude predicates. • The distribution of embedded root clauses in English and German is determined by language-specific pragmatic rules. • Embedded attitudes in German shift in terms of speaker perspective, but not addressee perspective. • As a result, German has no embedded inverted interrogatives despite having the requisite syntax for them. [ABSTRACT FROM AUTHOR]

In this paper, I conduct a synchronic investigation of the Old Persian adverb vasai̯. In some cases, this adverb functions as a degree intensifier whereas in others it appears to quantify over an argument NP. By drawing on analyses of adverbs like French beaucoup, English completely and German größtenteils, I will argue that a unified semantic analysis can be applied to all attestations of vasai̯. I will argue that in all attestations, vasai̯ indicates a high position on a scale. What differs in the respective passages is the nature of the scale. It can be an intensity scale specified by the predicate or a volume scale specified by an argument of the predicate. The latter case yields an interpretation that can be paraphrased by using an adnominal quantifier like much. In addition to the semantic analysis, I will argue that, contrary to the assumption made by several scholars, vasai̯ is always to be interpreted as an adverb and does not function as an uninflected noun or adjective. [ABSTRACT FROM AUTHOR]

The study examines the agreement rates in the assessment of oral exams using the example of the DSH (German language proficiency test for university admission). The assessments of 53 individuals who participated in training workshops for examiners were analyzed. The results show a low level of agreement in the assessments, regardless of training measures and assessment methods. The study provides indications for improving the agreement of assessments, although the results cannot be directly transferred to the DSH. [Extracted from the article]

Methodological test analyses are an obligatory element in the development of high-stakes tests. This paper discusses the importance of item analysis as part of the quality criteria procedure in the exam creation and revision process for the German language examination for university entrance (DSH). Item analysis with the parameters item difficulty and discrimination is carried out using an example of reading comprehension for the receptive skills sections of the exam. The revision process is described in detail using three sample items and the added value of item analysis in quality management is emphasised. Finally, the possibilities of item analysis and its current significance in the DSH context are discussed. [ABSTRACT FROM AUTHOR]

The article describes the growing popularity of Germany as a study destination for international students. Despite the COVID-19 pandemic, the number of foreign students has significantly increased in both bachelor's and master's programs over the past ten years. German is still the main language of instruction and everyday university life for many students. Proof of German language proficiency is a requirement for admission to studies. However, compared to domestic students, many international students drop out of their studies prematurely. Research into the causes is still in its early stages. A study shows that advanced German language skills have a positive impact on academic success. The German Language Examination for University Admission (DSH) is a test format that allows foreign applicants to demonstrate their language proficiency in German. The DSH consists of a written and an oral examination and is conducted by universities and study colleges. The Fachverband Deutsch als Fremd- und Zweitsprache (FaDaF) is responsible for the supervision of the DSH. In recent years, FaDaF has launched initiatives to ensure the quality of the DSH. This special issue presents current accompanying research on the DSH and covers various aspects such as item analysis, text difficulty, assessor agreement, and inclusion. [Extracted from the article]

The aim of this study was to test whether the availability of internal imagery elicited by words is related to ratings of word imageability. Participants are presented with target words and, after a delay allowing for processing of the word, answer questions regarding the size or weight of the word referents. Target words differ with respect to imageability. Results show faster responses to questions for high imageability words than for low imageability words. The type of question (size/weight) modulates reaction times suggesting a dominance of the visual domain over the physical-experience domain in concept representation. Results hold across two different languages (Czech/German). These findings provide further insights into the representations underlying word meaning and the role of word imageability in language acquisition and processing. [ABSTRACT FROM AUTHOR]

Gender-fair language makes women and people of other genders, their interests, and achievements more visible. However, critics argue that gender-fair language impairs the comprehensibility and aesthetic appeal of texts. This study tests these assumptions specifically concerning the gender asterisk, a form of gender-fair language that makes people outside the male-female dichotomy typographically more visible in German. In two experiments with N = 133 and N = 110, subjects were randomly given one of three versions of a text, either with masculine-only forms (e.g. die Spieler*innen, ~"the fe*male players"), the gender asterisk in its plural form (e.g. die Spieler*innen, "the fe*male players"), or the gender asterisk in its singular form (e.g. der*die Spieler*in, "the*the fe*male player"). Subsequently, participants completed a comprehensibility questionnaire. Both experiments show that the gender asterisk in its singular form impairs comprehensibility, but only Experiment 1 shows an impairment due to its plural form. [ABSTRACT FROM AUTHOR]

Various feminist contributions to Terrorism Studies provide insight into how the media rationalizes terrorism-affiliated women through framing, but the question of how newspapers frame women returnees remains scarcely explored. Through a semantic content analysis of 63 German news articles, supplemented by interviews with journalists, this article reveals how German news media framing fosters a skeptical attitude toward women returnees. This effect is further reinforced when accompanied by a portrayal of individual returnees as irresponsible mothers. In contrast to the treatment of terrorism-affiliated women in general, the framing of women returnees does not seek to rationalize their violence, but instead provides moral guidance regarding security responses. [ABSTRACT FROM AUTHOR]

In recent years, pedagogical design and practice have undergone a forced transformation that has brought many innovative methods and tools to the implementation process. The transition to online education has demanded new infrastructural solutions that have temporarily replaced traditional classroom practices. Most teachers seem to have adapted well to these new challenges. Learning support platforms and online teaching elements had to be harnessed by teachers who, in many cases, acquired this knowledge on their own, in awareness of their importance. Our study examines the need for digital learning support elements in primary schools of the German national minority in Hungary. Our research tools comprised an online questionnaire survey conducted in 2022. The goal of our study was to identify the problems that teachers faced in the transition to online teaching during the period of distance learning introduced due to the COVID pandemic in 2020 and since; the forms of support teachers received nationwide; and the measure of success in their work as language teachers. We also looked at the factors that influenced the digital elements being used. Finally, we examined whether teachers are still willing to use online learning support tools when returning to face-to-face teaching. [ABSTRACT FROM AUTHOR]

The text is a review of the book "The African Kaiser: General Paul von Lettow-Vorbeck and the Great War of Africa" by Robert Gaudi. The book explores the life and military experiences of General Paul von Lettow-Vorbeck, a prominent figure in the First World War. The review highlights the author's methodology, which combines military history and cultural history, making the book easy to read. It also discusses Lettow-Vorbeck's respect for his Askari soldiers and his avoidance of ethnic differentiation, despite the strict racial norms of German colonial policies. The review concludes that the book is a good contribution to comparative world history and recommends it to readers interested in the campaign in German East Africa during the First World War. [Extracted from the article]

Two modal verbs of German are regularly used to express deontic possibility: können (‘can’) and dürfen (‘may’). We examine how speakers select between them, focusing on modal inquiries for permission to carry out some action (darf/kann ich das machen, ‘may/can I do this’). Our data are video-recordings of everyday face-to-face interaction, which we analyze sequentially, drawing on interactional-linguistic methods. We find that local sequential context and aspects of visible turn-design systematically enter into the accomplishment of deontic meaning. (1) Position of the modal inquiry within a course of action informs verb selection: speakers select kann to nominate an action as coming “out of the blue” and initiating a new course of action; darf to nominate an action as sequentially occasioned: a solution to an already known-in-common problem. (2) Bodily behavior (gaze, body posture) guides the interpretation of modal flavor, moving a kann-inquiry towards a deontic or a circumstantial interpretation, and moving a darf-inquiry towards a deontic or a bouletic interpretation. Overall, the study demonstrates the systematic contributions of sequential position and body behavior in the accomplishment of modal meanings. [ABSTRACT FROM AUTHOR]

Copyright of Beiträge zur Geschichte der deutschen Sprache und Literatur is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The concept of psychological resilience has spurred extensive research across various fields, with the Brief Resilience Scale (BRS) emerging as a concise tool to measure an individual's ability to rebound from stress. It has been translated into multiple languages, including German, but the validation of the German version occurred prior to the COVID-19 pandemic. Therefore, the main objective of this study was to examine new norm values and psychometric properties of the BRS. Methods: Norm values, the factor structure, reliability and validity of the BRS were examined using data from a representative survey of the German general population (N = 2522). Results: The results indicated that the method-factor model showed the best fit, suggesting a nuanced understanding of resilience beyond a single-factor approach. The BRS demonstrated good convergent and discriminant validity based on both latent and manifest correlations. Moreover, the study revealed increasing postpandemic resilience scores. Conclusions: The results of this study provide support for the psychometric reliability and validity of the German version of the BRS after the COVID-19 pandemic and underscore the importance of assessing resilience amidst evolving societal challenges and highlight the need for further exploration in diverse populations. [ABSTRACT FROM AUTHOR]

Background: This study focused on Ukrainian refugees and migrants, a population that, with an ongoing war, is expected to grow in Germany. Over 1 million Ukrainians with exceptional legal status and access to public insurance in Germany significantly burden governmental services, especially German healthcare. It is thus essential to facilitate their integration into the healthcare system and ensure its proper usage. Identifying the obstacles Ukrainian refugees and migrants encounter while accessing healthcare services is crucial to ease their integration. Methods: A qualitative study was conducted from February 2023 to April 2023. Thirty semi-structured interviews were performed with Ukrainian migrants and refugees. The interviews were transcribed verbatim, organized, and categorized. Thematic analysis was performed to identify barriers related to the use of German healthcare services. To assess possible differences in the experiences of Ukrainian refugees and migrants, the responses of these two groups for each topic were analysed separately. Results: Ukrainian migrants and refugees experience similar barriers while accessing German healthcare services. Predominantly, language barriers and a lack of understanding of the German healthcare system posed the main barriers in both groups. Additionally, structural challenges, such as differences in referral processes, appointment scheduling, and consultation duration, presented further challenges. Conclusion: This research study emphasizes the importance of addressing cultural and structural barriers to improve healthcare accessibility and utilization for Ukrainian refugees and migrants in Germany to better facilitate their integration into the healthcare system. [ABSTRACT FROM AUTHOR]

The translation of Familiar Stranger by Stuart Hall into German was a particular challenge, especially with regard to the concept of race. Hall uses the term ‘race’ to fan out the countless cultural meanings, which are not covered by a homogeneous theoretical conception of race. The result is the ambivalent articulation of race – as well as of colour – which unites racist as well as emancipatory meanings in the same term. This ambivalent chain of meanings has no equivalent in the German language, as the conceptual history of race cannot be detached from the context of German fascism, either theoretically or in everyday language. Another requirement was the translation of gender, not because Hall problematizes this, but because the German language is a deeply rooted genus-typifying language. With some examples of translation, we want to show how we have tried, to consciously act in the space of the displacement of culture, to recognize the specific situatedness of the heterogeneous representations that Hall talks about in Familiar Stranger, and not to unify them in favour of a homogeneous German textuality. [ABSTRACT FROM AUTHOR]

Copyright of FinanzRundschau is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The acquisition of reading skills in a person’s native language is a key life component to functioning successfully within their society. Unfortunately, many German students have significant reading difficulties in their native language, German. Therefore, the purpose of this study is to translate into German and implement a promising U.S. reading programme that focuses on fluency and comprehension: Peer-Assisted Learning Strategies (PALS Reading 2–6). PALS has shown positive effects for English elementary and secondary students with or at risk for reading disabilities. Therefore, this project conducted a pilot Single Subject multiple baseline design study with eight 7th grade students with or at risk for reading disabilities, to explore the feasibility of implementing PALS in German. Results showed improvement in German reading comprehension and fluency for these students after five sessions along with stability at follow-up conducted after six weeks. Limitations of the study and areas for further research are discussed, as well as implications for practitioners. [ABSTRACT FROM AUTHOR]

Objective: This study investigates whether the perceived stigma of loneliness is positively associated with the concealment of loneliness and whether this association varies by the gender of the individual and their conversation partner. Methods: Utilizing ordinal probit regression analysis on data from 1671 German survey participants with three‐way interactions, we analyze whether participants are more likely to conceal loneliness based on their perceived stigma of loneliness, their gender, and the gender of fictional, randomly assigned conversation partners. Results: Our analysis finds that perceived stigma is positively associated with the concealment of loneliness, with this association being stronger among men compared to women. Additionally, while the influence of perceived stigma on concealment is not significant for women in same‐sex interactions, it is significantly stronger for men in same‐sex interactions. Conclusion: The interaction of gender, interviewer characteristics, and perceived stigma should be considered when designing surveys and implementing effective interventions and policies to address and destigmatize loneliness. [ABSTRACT FROM AUTHOR]

The author reflects on the significant contributions PAJ has made to the study of German-language theatre, arts, and politics. Topics include the historical analysis of theatrical activities during the Holocaust, the evolution of post-war German theatre criticism, and the ongoing funding crises faced by state-supported theatre in Germany.

In spite of the superior effects of semester- or year-long educational experiences abroad, the majority of students prefers short-term study abroad for which participation numbers are steadily rising. Due to the increased student interest in short-term study abroad options, investigations into how a short stay abroad can be designed to maximize learning outcomes for participants are important. While some studies suggest that technology can have negative impacts on language learning during study abroad, effective inclusion of technology can maximize learning. This article summarizes the results of three years of research investigating the effects of daily online journaling during an intensive German summer program on second language (L2) learners' writing skills during an intensive German summer program. The context of the program will be described along with the rationale for including online journaling assignments. The study investigates whether there is a relationship between the amount students wrote in their daily blogs and their writing development, and whether students' linguistic progress can be traced in their journal posts. Lastly, the article will provide a pedagogical evaluation of the benefits of incorporating journaling or blogging in short-term study abroad programs and present suggestions for successful projects. The terms journaling and blogging are used interchangeably in this manuscript; while a blog was used as the journal platform in this project, a different format than a blog can serve the same purpose of providing a space for reflective journaling for students. [ABSTRACT FROM AUTHOR]

Language-specific (i.e. the ideal L2 self) and plurilingual selves are now at the forefront of scholarly inquiry in L2 motivation research. Yet, there is a lack of empirical studies examining how language learners reframe their sense of self as speakers of an L2. This study draws on a questionnaire (N = 162) and on semi-structured interviews (N = 10) and explores the ways in which university students of Italian and German describe their proficiency-related motivations. In particular, it examines their bilingual and plurilingual aspirations in relation to broader discourses on the value of L2 learning in their socio-context of learning, where the ability to speak a second language is not the norm. The findings show that learners' motivation display both language-specific and non-language-specific features. While many students viewed the acquisition of fluency in the L2 as their end goal, others connected L2 learning to the attainment of non-language-specific bilingual and plurilingual identities, regardless of the L2 being learnt. L2 proficiency enabled the respondents in this study to position themselves in their local English-dominant socio-context as educated, open-minded, cultivated and more globally connected individuals. [ABSTRACT FROM AUTHOR]

Using the data from the study ForEST (Formative Evaluation of SPRINT) (Michalak/Lotter/Winter 2023) as an example, this article examines which possibilities for individualised learning are taken up in the work with newly immigrated pupils at lower secondary level in GSL lessons and at the transition to regular classes. To this end, group discussions (n=139) with secondary school teachers are content-analytically evaluated. The results indicate that the openness of a support concept is crucial for shaping individualised approaches. [ABSTRACT FROM AUTHOR]

This article discusses the role of music in Jewish thought, specifically its connection to Zionism and messianism. It focuses on the writings of Rav Kook and his belief that music is crucial for understanding the cosmic structure of the present and shaping the future. The article suggests that future works should also include an overview of music in the Sephardic and Mizrahi world, as well as in contemporary European and US Jewish diasporas. Overall, this article provides a theoretical overview of music in Jewish thought and is recommended for academic libraries. The book explores the efforts of the Kennedy administration to promote the concept of "freedom" as a prerequisite for creative achievement, particularly in contrast to the Soviet Union. The author, a cultural historian, examines the influence of figures like Arthur M. Schlesinger and Nicolas Nabokov in shaping this propaganda of freedom. The book delves into the music, composers, and events that were part of the cultural battles of the Cold War era, highlighting the ideological conflicts that mirrored the potential for armed conflict between the US and USSR. [Extracted from the article]

The debate on the restitution of African cultural heritage has brought greater attention to the history of colonial violence, especially to the dispatch of so‐called 'punitive' expeditions in the late nineteenth and early twentieth centuries. Expanding knowledge on the genealogy of this particularly brutal form of military campaign, this article explores the historical semantics of the German term 'Strafexpedition' and its contextual use in the organ of militarist colonial propaganda at the time in Imperial Germany, the Deutsches Kolonialblatt. Through a content analysis of the occurrence of the term and its correlate, this study aims to bridge the fields of semantics and colonial historiography and lays the groundwork for a macro‐history of events of spoliation and plunder in German colonial contexts. [ABSTRACT FROM AUTHOR]

The second half of the eighteenth and the nineteenth century saw the beginnings of Tibetan Studies in Europe through first translations, grammars, and dictionaries. Vital for this development was the Moravian autodidact Isaak Jakob Schmidt (1779–1847), also considered founder of Mongolian Studies, and his successor at the St Petersburg Academy of Science, Anton Schiefner (1817–1879). These scholars saw themselves as researchers of "Oriental languages" and published mostly in German. A notable piece within the works of Schmidt is his 1843 founding text and translation of Der Weise und der Thor ("The Wise and the Foolish," Tib. mDzangs blun), a collection of Buddhist narratives illustrating the workings of karma. Schiefner later (1852) added corrections to Schmidt's voluminous work. This paper aims at analysing Schmidt's contributions to understanding East Asia and Tibet via this pioneering rendition of the stories contained in The Wise and the Foolish. Focus is on the textual sources employed, namely the Tibetan Buddhist canon (Kanjur), and the reception of the translation. Schiefner's corrections are also considered. This article further reflects on the historical contexts of Schmidt's life and wishes to add to our comprehension of Buddhist translations in eighteenth- and nineteenth-century Europe. [ABSTRACT FROM AUTHOR]

This research used qualitative netnography to examine the use of Duolingo German discussion boards among users of varying levels of engagement. The sample contained six participants of various levels of engagement. The criteria for selecting participants were based on usage counts in the discussion board community. This study aimed to examine information that could answer the research question, “How do individual Duolingo German users use discussion boards over time among highly engaged, moderately engaged, and lower engaged users?” The netnographic analysis resulted in three themes: (1) highly engaged users continue to contribute to discussions over time; (2) moderately engaged users seek educational supplementation in their conversations; and (3) lower engaged users are more likely to participate in the discussion boards to connect socially about tangential topics over the span of months. The analysis indicated that the frequency of engagement is related to the content of the comments posted. In understanding how users engage with the discussion boards over time and the frequency of engagement, researchers and educators may be more informed about how users utilize the discussion boards to tutor, learn, and socialize. [ABSTRACT FROM AUTHOR]

Copyright of Taiwan Law Review is the property of Angle Publishing Co., Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of FinanzRundschau is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

(1) Background: The complex phenomenon of German noun plural inflection is investigated in three groups of German-speaking kindergarten children: (a) monolinguals (1L1), (b) simultaneous bilinguals (2L1) also acquiring Croatian, and (c) successive bilinguals (L2) acquiring Turkish as L1. Predictions of the usage-based schema model and of Natural Morphology concerning different linguistic variables are used to explore their impact on plural acquisition in the three groups of children. (2) Methods: A longitudinal study (from mean age 3;1 to 4;8) is conducted using two procedures (a formal plural test and spontaneous recordings in kindergarten), and the data are analyzed using generalized linear (mixed-effects) regression models in R. (3) Results: All children produce more errors in the metalinguistically challenging test compared to spontaneous speech, with L2 children being particularly disadvantaged. Socioeconomic status (henceforth SES) and teachers' plural type frequency are most relevant for 1L1 children, and kindergarten exposure is more relevant for L2 children, while the linguistic variables are more important for 2L1 children. (4) Conclusions: The main predictions of the schema model and of Natural Morphology are largely confirmed. All of the linguistic variables investigated show significant effects in some analyses, but morphotactic transparency turns out to be the most relevant variable for all three groups of children. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyse the role of natural translation in heritage speakers' bilingual communication in relation to the family language policies (FLP) adopted to maintain heritage language in Italian and German multilingual families. In order to investigate this, in spring 2023, a semi-structured questionnaire was administered to both parents and children. The sample consists of 60 Russian-speaking bilingual HS living in Italy and Germany, where they have access to regular primary education and attend, in some cases, private Russian courses or schools. The informants do not receive specific translation training from or into the Russian language (they only practice translation at school from or into Italian/German), and they translate, in most cases, as an occasional activity, closer to the function of mediation or brokering. The role of translation in relation to FLP seems particularly relevant when comparing the two samples, considering different family compositions: mostly bi-ethnic in Italy and mono-ethnic in Germany. The survey showed that in daily life, both parents and children use translation, often as a specific kind of bilingual communication. In the Italian part of the sample, the strategy called OPOL prevails, and translation is a frequent activity in the domestic sphere. In the German one, instead, the separation of language use contexts is widespread, and all family members speak both Russian and German, making translation activity less relevant. [ABSTRACT FROM AUTHOR]

In the German language, grammatical case refers to the way nouns, pronouns, and articles change their forms based on their syntactic function within a sentence. German has four grammatical cases: nominative (subject), accusative (direct object), and dative (indirect object), and Genitive (possession). Each case serves a specific purpose in indicating the role of a noun or pronoun in relation to the action or state described by the verb. Grammatical case is granted in two ways: case government/ rection, and case congruence. There is, however, also a third type of case, known as free case, which is not influenced by any factor in the sentence. Free case is more related to the semantic roles rather than the syntactic features of the sentence. This paper seeks to introduce free case and show the ways to distinguish it from the grammatical case which is given through various lexical elements. To this end, it is attempted to show the way to distinguish free through various tests. Also, by comparing two groups of language learners, it is shown that awareness free case plays a significant role in recognizing syntactic roles. Introduction The German language has four grammatical cases: Nominative (Nominativ)– subject, Accusative (Akkusativ)– direct object, Dative (Dativ)– indirect object, and Genitive (Genitiv)– possessive. Grammatical case is mostly responsible for determining the syntactic-semantic relations in the sentence. In languages that have a relatively free sequence of words, case can pave the way to recognize grammatical relations and understand semantic relationships. Grammatical case is formed in two ways: 1. case government/ rection, and 2. case congruence. Case government/ rection is the syntactic relationship between two linguistic phrases. That is to say that the first linguistic element determines the grammatical features of the second linguistic element that is dependent on it. In the German language, four lexical categories determine grammatical case: verb, preposition, adjective and noun. In the second type of grammatical case assignment, the noun phrase takes the grammatical case of another noun phrase without being dependent on it. Case congruence is observed in predictive nominal phrases, conjunctive phrases and apposition. There exists, however, yet another grammatical case which is called "free case". The complications related to free case, which will be discussed in the present paper, are due to the fact that the reason for its appearance in the sentence is not clear, and it is often considered by language learners as a direct object. In this research, in addition to introducing free case and its types, the ways of distinguishing this type of grammatical case from the grammatical case that are granted through lexical elements in the sentence are shown. It is sought to investigate the extent to which language learners are familiar with free case and whether they can distinguish the syntactic functions formed through free case from those dependent on the verb of the sentence. It is hypothesized that lack of knowledge about free case would make language learners face problems in recognizing syntactic functions. Therefore, in the experimental phase of this study, two groups of language learners were asked to participate in a related test. Background of Study In a book titled "Grammatical Case" Sahel, (2018) has discussed in detail the various dimensions of case. In this book, in addition to discussing topics such as case government, case congruence, and the relationship between semantic roles and grammatical case, the writer also discusses how grammatical case is learned by children. Czepluch (1996) compared grammatical case in German and English languages. On the other hand, Dürscheid (1999) tried to provide a comprehensive definition and description of grammatical case from the point of view of syntax and meaning. Also, Einsenbeiß (1994) addressed the relationship between grammatical case and word sequence in the German language and examined the learning of these issues in the first language. Marks (2014) discussed the issue of teaching grammar to immigrant students and the difficulties faced by language teachers. Also, Vater (2006) referred to the issue of features of the grammatical case in the construction of apposition, and, in 2015, in another study, examined the issue of changes and fluctuations in the grammatical case in contemporary German. In her doctoral thesis, Egorova (2006) discussed the issue of grammatical case in German language, examining the adverbial role of direct and indirect objects in nominal groups and their corresponding grammatical cases. Methodology With the aim of applying this research, the main part of the present article, which is focused on the distinction between different grammatical cases in the German language, was investigated through data collection. To this end, 28 undergraduate students in the field of German language and literature at Shahid Beheshti University were invited to participate in the test. The students were divided into two groups of fourteen participants. The experimental group consisted of 14 students (nine female and five male students in the age range of 19 to 30 years). The experimental group participants who were at the end of their fifth semester participated in a 90-minute face-to-face session in the course "Advanced German Linguistics" and learned about "Free Case in German Language". The control group also included 14 students (ten female and four male students in the age range of 18 to 26 years). The students in the control group, who were at the end of their third semester when they participated in the test, had only learned about the structure of the German language in the courses "Grammatical Analysis" and "Basics of Linguistics". After the training of the experimental group, both groups participated in the test which consisted of three sections. In the first section of the test, six sentences were presented and the participants were asked to identify the direct object of the verb. In the second part, five sentences were presented and the participants were asked to determine the indirect object of the verb. In the third and final part of the test, seven sentences were presented to the participants and they were asked to determine the object related to the verb of the sentence. In the end, the results obtained from both groups in all three sections were analyzed. Conclusion In the present study, free grammatical case in German language was discussed. Case government and case congruence were also introduced through various examples. It was shown in what cases the free grammatical case of the direct object, which takes the grammatical role of the adverb, is manifested. Also, the types of grammatical case of the free indirect object were delved into. Next, in addition to introducing the grammatical case of the indirect object, it was also pointed out that this grammatical case shares a common feature with the grammatical case of the direct object, in which both of them play the grammatical role of the adverb in the sentence. Next, with the aim of applying this research, the main part of the present study, which is focused on the distinction between different grammatical cases in the German language, was examined in a data-oriented way. To this end, examples of all three grammatical Oblique case were given to the experimental and control groups. The results revealed that in all cases, the number of correct answers by the participants of the experimental group who were familiar with the types of free grammatical cases was more compared to the control group. It was also found that familiarizing language learners with the free grammatical case will help them distinguish between the grammatical functions of adverbs and the grammatical functions of verbs. [ABSTRACT FROM AUTHOR]

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Copyright of Die Unternehmensbesteuerung (Ubg) is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Umsatzsteuer-Rundschau is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German International Journal of Modern Science / Deutsche Internationale Zeitschrift für Zeitgenössische Wissenschaft is the property of Artmedia24 and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper focuses on the analysis of four videos which portray the ways British, Italian, French and Greek people talk about Germans as the national other, within the context of a video series project aiming to promote multilingualism and foreign language learning (Easy Languages). Contrary to traditional views on national stereotypes from social psychology, and on cultural categorisations of countries from intercultural communication as universally fixed entities, a Critical Discourse Studies perspective is adopted, which views them instead as hegemonic discourses, which sustain particular power relations with the excuse of ‘cultural’ difference. The analysis discloses that the mediatisation of Germans as the national other aligns with the well-known national stereotypes of competence and warmth, as well as with the widely held cultural categorisations distinguishing monochronic from polychronic countries. Yet, viewed as dynamic discursive resources, it is shown that discussing national matters is a delicate topic, requiring a positive impression management, especially within a context with ‘clear’ intercultural objectives. Moreover, these discourses lead to the neutralisation of politics through culturalisation. [ABSTRACT FROM AUTHOR]

In England, motivation for language learning is low, especially for learning German at high school, with potentially negative educational and societal implications. Previous research has tended to overlook the relevance for low motivation of social factors such as negative messages in public discourse (Krüsemann, H. 2018. Language learning motivation and the discursive representations of German, the Germans, and Germany in UK school settings and the press. PhD diss., University of Reading.). This study therefore aimed to provide deeper insights through an investigation of 391 adolescent learners. They completed a questionnaire exploring not only their representations of German and the Germans (German*), their motivational beliefs about learning German, and whether they intended to continue studying it, but also how they perceived public views about German*. Whether all these factors, together with gender and socio-economic status (SES), predicted future German study intentions was also investigated. Findings showed that the negative public views highlighted by previous research were only partly mirrored in learner representations. Learners were more likely to continue German study if they believed others viewed German positively, if they had higher expectations for success, saw German as personally meaningful, and were female and of higher SES. The study thus presents new insights into motivation for learning German, providing empirical evidence for previously unsubstantiated claims of links between public discourse messages and learner motivation for German study. [ABSTRACT FROM AUTHOR]

Demonstratives ("this"/"that") express a speaker-relative distance contrast and need to be substituted for each other systematically: depending on their relative position, what one speaker refers to by saying "this" another speaker has to refer to by saying "that." This substitution aspect of demonstratives poses additional diffculties for learning demonstratives, because it requires recognizing that two speakers have to refer to the same thing with different words, and might be one reason for the reportedly protracted acquisition of demonstratives. In an online study conducted in German, it was investigated whether children in the estimated upper age range of demonstrative acquisition (5 to 7 years) understand demonstratives' substitution aspect with familiar ("dies"/"das") and novel ("schmi"/"schmu") demonstratives, and whether they understand novel words ("schmi"/"schmu") when used non-demonstratively as labels (N = 73; between-subject). Children's accuracy was compared with adult performance (N = 74). The study shows that children between 5 and 7 years of age perform less accurately than adults in all conditions. While adults' performance was highly accurate in all conditions (between 75% and 92% correct), children performed belowchance in both demonstrative conditions and above chance in the labeling condition. This suggests that children do not understand demonstratives in the presented setup. More detailed analyses of children's response patterns indicate that they instead treat words as mutually exclusive labels in any condition. [ABSTRACT FROM AUTHOR]

AbstractAdult playfulness describes the personality of the quick initiation and strong intensity of enjoyable experiences coupled with the frequency of engaging in playful behaviors. In addition to examining the reliability and validity of the Short Measure for Adult Playfulness (SMAP), we compared the psychometric properties of the SMAP across (a) 4- and 7-point answer formats; (b) German and English language versions; and (c) gender. The SMAP and criterion validity measures were distributed across three independent samples from Canada (Ntotal = 1,177) and a German sample (N = 660). Results supported a unidimensional solution with strong factor loadings for all items (>.50 across all samples) and high test-retest reliability (r = .67, BF10>100). In item response theory analyses, high discrimination parameters were found across the latent continuum. Although both the four-point and seven-point Likert scale versions showed robust item properties, the seven-point Likert scale version yielded more precise measurement of higher playfulness (θ > 1.50). No significant differential item functioning was located across gender or language. Finally, results supported external construct validity via associations with broad personality traits, humor, and orientations to happiness. The present investigation provides support for the reliability and validity of the English SMAP for concise adult playfulness measurement. [ABSTRACT FROM AUTHOR]

Neck pain is a common musculoskeletal disorder, and it affects the quality of life of patients. As an effective and reliable multidimensional measurement tool for neck pain, the Neck Bournemouth Questionnaire (NBQ) has been cross-culturally adapted into multiple languages for clinical practice. The aim of this study was to evaluate the translation procedures and measurement properties of cross-cultural adaptations of the NBQ. Searches were conducted in the databases PubMed, Web of Science, Embase and Scopus using the keywords: "the Neck Bournemouth Questionnaire," "NBQ," "cross-cultural," and "adaptation." Methodological quality of cross-cultural adaptation processes and measurement properties were comprehensively assessed by the guidelines for Cross-cultural Adaptation Process of Self-Reporting Measures and the Consensus-based Standards for the Selection of Health Measurement Instruments. There were 12 adaptations of NBQ in 10 different languages, including Dutch, simplified Chinese, and German. Among these studies, 11 adaptations completed all cross-cultural adaptation procedures. However, significant variations existed in the specific implementation plans, particularly regarding translator selection and expert committee composition. Most cross-cultural adaptations reported internal consistency, reliability, and construct validity. Only one study conducted factor analysis and hypothesis testing. Five adaptations examined floor and ceiling effects with one reporting a floor effect. A few studies reported protocol responsiveness and interpretability. The Dutch, German, and Urdu adaptations demonstrate comparatively higher quality than other adaptations. Further research should comprehensively evaluate the measurement properties of the NBQ in the French, Portuguese-Brazilian, and Turkish adaptations. [ABSTRACT FROM AUTHOR]

This article discusses the relationship between Ludwig Wittgenstein's and Rudolf Carnap's philosophies of logic during the time of Wittgenstein's interactions with the Vienna Circle and up to 1934 when the German edition of Carnap's The Logical Syntax of Language was published. Whilst Section 1 focuses on the relationship between Carnap and Wittgenstein's Tractatus, including Wittgenstein's accusation of plagiarism against Carnap in 1932, Section 2 discusses the relationship between Carnap's principle of tolerance and Wittgenstein's similar principle of the arbitrariness of grammar. I argue that, although Carnap's claim in Logical Syntax to 'go beyond' Wittgenstein has certain justification in relation to the Tractatus, so does Wittgenstein's priority claim. The relationship between Carnap's philosophy of logic and the Tractatus is thus more complicated than is often recognized. If the reference point is Wittgenstein in the early 1930s, however, Carnap cannot be described as going beyond him, and by 1934, Wittgenstein had advanced further than Carnap would ever venture. Despite evidence that Carnap knew about Wittgenstein's principle of the arbitrariness of syntax well before his first articulations of his principle of tolerance, the extent of the influence of Wittgenstein's principle on Carnap remains unclear. What can be established with certainty is that Wittgenstein's principle predates Carnap's and that Carnap resisted acknowledging him despite being urged to do so. Arguably, Wittgenstein's account of syntax as both arbitrary and non-arbitrary is also superior in clarity to Carnap's misleading claim about a 'complete freedom' implied by the principle of tolerance, because such a freedom only exists for idle syntactical systems that are not put to work. In Section 3, I discuss the relationship between Carnap's notion of expediency and Wittgenstein's account of the correctness or truth of logical accounts. As my discussion of Wittgenstein's account brings out, Carnap's rejection of truth in logic for expediency as the goal of logical clarifications does not follow from the principle of tolerance and is not justified by it. It remains unclear what justifies Carnap's rejection of truth as the goal of logical clarification. Again, Wittgenstein's account seems preferable, given the vacuity of the claim that expediency constitutes the basis of choice between different logical languages and clarifications. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für Germanistische Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Germanistische Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Germanistische Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Germanistische Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jahrbuch für Germanistische Sprachgeschicht is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jahrbuch für Germanistische Sprachgeschicht is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)