Easy German poetry for beginners,

Mode of access: Internet.

A dictionary of the English and German languages for home and school, with special reference to Dr. Felix Flügel's Universal English-German and German-English dictionary,

At head of title: Flügel-Schmidt-Tanger

Lang's German-English dictionary of terms used in medicine and the allied sciences.

Mode of access: Internet.

German prose composition : with notes and vocabularies /

Mode of access: Internet.

Headstart, German program /

English and German.

Niederdeutsch in Ostfriesland:Zwischen Sprachkontakt, Sprachveränderung und Sprachwechsel

Low German is a West-germanic language, which is used mainly as a spoken language in the coastal areas of Northwest Germany, North-eastern parts of the Netherlands and along the German coasts of the Baltic Sea. Although still a variety used by millions of speakers, Low German must be counted among the languages threatened by decline if not extinction within the next twenty years because it is no longer used by the younger generations. Apart from the question of whether Low German will survive altogether, the variety is in a process of linguistic change due to the contact situation with the dominant language of the media and almost all written official communications, Standard German. Low German, therefore, is a field for research in all areas of language contact, e.g. codeswitching, language shift, mixed languages or language death. Within Low German, the variety spoken in East Frisia has a distinct history of language contact and language change over the last six hundred years. It is based on a Frisian substratum and has been in close linguistic contact with Dutch since the 16th century.

Die Poetik des Extremen. Ausschreitungen einer Sprache des Radikalen:excesses of a language of radical

Gibt es eine Traditionslinie extremistischer Poetiken in der deutschsprachigen Literatur? Uwe Schütte untersucht anhand literarischer Texte ab dem späten 18. Jahrhundert den Konnex zwischen historischen Phänomenen wie Revolution, Krieg oder Terrorismus und extremen biografischen Umständen wie Schizophrenie für die Herausbildung radikaler Schreibweisen. Die Spannbreite der behandelten Autoren reicht dabei von der Klassikertrias Kleist, Hölderlin und Büchner über Schriftsteller des 20. Jahrhunderts wie Ernst Jünger oder Hans Henny Jahnn bis zu den Gegenwartsautoren Ernst Herbeck und Rainald Goetz. The study investigates aesthetic representations of extremism in German-language literature from around 1800 to the present. Its aim is to examine the interplay between three different areas: historical circumstances, (auto)biographical issues, and literary texts. Discussed are texts by both major and marginal writers from various genres, ranging from classics such as Heinrich von Kleist or Friedrich Hölderlin to the marginalised poet Ernst Herbeck or the contemporary writer Rainald Goetz. Subjects and factors considered include extremist phenomena in modern history (such as revolutions, wars, terrorism) and extreme individual experiences (such as suicide or schizophrenia) on the aesthetic domain(s) with regard to the production of literary discourses that could be considered as extremist. These manifest themselves in the development of what can be viewed as ‘radical poetics’, decidedly innovative styles of writing and moral or political transgression in fiction. Being the first critical attempt to trace the history of radical discourses in German literature, the study explores the validity of creating an aesthetic category of 'literary extremism'.

Bilingualismus oder Sprachverlust? Zur Lage und zur aktiven Verwendung des Niederdeutschen in Ostfriesland am Beispiel einer Dorfgemeinschaft

Based on data from a language survey conducted in a village in northwest Germany the study analyzes the relationship between language shift and language attitudes. After centuries of stigmatization, the overall attitude towards Low German is now overwhelmingly positive. However, this does not lead to parents raising their children with Low German. Low German seems to loose its traditional domains as in-group variety in families and in informal settings while gaining popularity as language used for entertainment purposes.

An action research study with low proficiency learners in Japan to promote the learning of vocabulary through collocations.

This action research (AR) study explores an alternative approach to vocabulary instruction for low-proficiency university students: a change from targeting individual words from the general service list (West, 1953) to targeting frequent verb + noun collocations. A review of the literature indicated a focus on collocations instead of individual words could potentially address the students’ productive challenges with targeted vocabulary. Over the course of four reflective cycles, this thesis addresses three main aspects of collocation instruction. First, it examines if the students believe studying collocations is more useful than studying individual lexical items. Second, the thesis investigates whether a focus on collocations will lead to improvements in spoken fluency. This is tested through a comparison of a pre-intervention spoken assessment task with the findings from the same task completed 15 weeks later, after the intervention. Third, the thesis explores different procedures for the instructing of collocations under the classroom constraints of a university teaching context. In the first of the four reflective cycles, data is collected which indicates that the students believe a focus on collocations is superior to only teaching individual lexical items, that in the students’ opinion their productive abilities with the targeted structures has improved, and that delexicalized verb collocations are problematic for low-proficiency students. Reflective cycle two produces evidence indicating that productive tasks are superior to receptive tasks for fluency development. In reflective cycle three, productively challenging classroom tasks are investigated further and the findings indicate that tasks with higher productive demands result in greater improvements in spoken fluency. The fourth reflective cycle uses a different type of collocation list: frequent adjective + noun collocations. Despite this change, the findings remain consistent in that certain types of collocations are problematic for low-proficiency language learners and that the evidence shows productive tasks are necessary to improve the students’ spoken ability.

The role of metalinguistic awareness and of L2 proficiency in positive lexical transfer from English (L2) to German (L3) by French-speaking Quebeckers

Il a été avancé que des apprenants expérimentés développeraient des niveaux élevés de conscience métalinguistique (MLA), ce qui leur faciliterait l’apprentissage de langues subséquentes (p.ex., Singleton & Aronin, 2007). De plus, des chercheurs dans le domaine de l’acquisition des langues tierces insistent sur les influences positives qu’exercent les langues précédemment apprises sur l’apprentissage formel d’une langue étrangère (p.ex., Cenoz & Gorter, 2015), et proposent de délaisser le regard traditionnel qui mettait l’accent sur l’interférence à l’origine des erreurs des apprenants pour opter pour une vision plus large et positive de l’interaction entre les langues. Il a été démontré que la similarité typologique ainsi que la compétence dans la langue source influence tous les types de transfert (p.ex., Ringbom, 1987, 2007). Cependant, le défi méthodologique de déterminer, à la fois l’usage pertinent d’une langue cible en tant que résultat d’une influence translinguistique (p.ex., Falk & Bardel, 2010) et d’établir le rôle crucial de la MLA dans l’activation consciente de mots ou de constructions reliés à travers différentes langues, demeure. La présente étude avait pour but de relever ce double défi en faisant appel à des protocoles oraux (TAPs) pour examiner le transfert positif de l’anglais (L2) vers l’allemand (L3) chez des Québécois francophones après cinq semaines d’enseignement formel de la L3. Les participants ont été soumis à une tâche de traduction développée aux fins de la présente étude. Les 42 items ont été sélectionnés sur la base de jugements de similarité et d’imagibilité ainsi que de fréquence des mots provenant d’une étude de cognats allemands-anglais (Friel & Kennison, 2001). Les participants devaient réfléchir à voix haute pendant qu’ils traduisaient des mots inconnus de l’allemand (L3) vers le français (L1). Le transfert positif a été opérationnalisé par des traductions correctes qui étaient basées sur un cognat anglais. La MLA a été mesurée par le biais du THAM (Test d’habiletés métalinguistiques) (Pinto & El Euch, 2015) ainsi que par l’analyse des TAPs. Les niveaux de compétence en anglais ont été établis sur la base du Michigan Test (Corrigan et al., 1979), tandis que les niveaux d’exposition ainsi que l’intérêt envers la langue et la culture allemandes ont été mesurés à l’aide d’un questionnaire. Une analyse fine des TAPs a révélé de la variabilité inter- et intra-individuelle dans l’activation consciente du vocabulaire en L2, tout en permettant l’identification de niveaux distincts de prise de conscience. Deux modèles indépendants de régressions logistiques ont permis d’identifier les deux dimensions de MLA comme prédicteurs de transfert positif. Le premier modèle, dans lequel le THAM était la mesure exclusive de MLA, a déterminé cette dimension réflexive comme principal prédicteur, suivie de la compétence en anglais, tandis qu’aucune des autres variables indépendantes pouvait prédire le transfert positif de l’anglais. Dans le second modèle, incluant le THAM ainsi que les TAPs comme mesures complémentaires de MLA, la dimension appliquée de MLA, telle que mesurée par les TAPs, était de loin le prédicteur principal, suivie de la dimension réflexive, telle que mesurée par le THAM, tandis que la compétence en anglais ne figurait plus parmi les facteurs ayant une influence significative sur la variable réponse. Bien que la verbalisation puisse avoir influencé la performance dans une certaine mesure, nos observations mettent en évidence la contribution précieuse de données introspectives comme complément aux résultats basés sur des caractéristiques purement linguistiques du transfert. Nos analyses soulignent la complexité des processus métalinguistiques et des stratégies individuelles, ce qui reflète une perspective dynamique du multilinguisme (p.ex., Jessner, 2008).

Eight Questions About Physician-Rating Websites: A Systematic Review

Background: Physician-rating websites are currently gaining in popularity because they increase transparency in the health care system. However, research on the characteristics and content of these portals remains limited. Objective: To identify and synthesize published evidence in peer-reviewed journals regarding frequently discussed issues about physician-rating websites. Methods: Peer-reviewed English and German language literature was searched in seven databases (Medline (via PubMed), the Cochrane Library, Business Source Complete, ABI/Inform Complete, PsycInfo, Scopus, and ISI web of knowledge) without any time constraints. Additionally, reference lists of included studies were screened to assure completeness. The following eight previously defined questions were addressed: 1) What percentage of physicians has been rated? 2) What is the average number of ratings on physician-rating websites? 3) Are there any differences among rated physicians related to socioeconomic status? 4) Are ratings more likely to be positive or negative? 5) What significance do patient narratives have? 6) How should physicians deal with physician-rating websites? 7) What major shortcomings do physician-rating websites have? 8) What recommendations can be made for further improvement of physician-rating websites? Results: Twenty-four articles published in peer-reviewed journals met our inclusion criteria. Most studies were published by US (n=13) and German (n=8) researchers; however, the focus differed considerably. The current usage of physician-rating websites is still low but is increasing. International data show that 1 out of 6 physicians has been rated, and approximately 90% of all ratings on physician-rating websites were positive. Although often a concern, we could not find any evidence of "doctor-bashing". Physicians should not ignore these websites, but rather, monitor the information available and use it for internal and ex-ternal purpose. Several shortcomings limit the significance of the results published on physician-rating websites; some recommendations to address these limitations are presented. Conclusions: Although the number of publications is still low, physician-rating websites are gaining more attention in research. But the current condition of physician-rating websites is lacking. This is the case both in the United States and in Germany. Further research is necessary to increase the quality of the websites, especially from the patients’ perspective.

Towards guidelines for curriculum design and development in English language teacher education in Cambodian higher education institutions

In the current Cambodian higher education sector, there is little regulation of standards in curriculum design of undergraduate degrees in English language teacher education. The researcher, in the course of his professional work in the Curriculum and Policy Office at the Department of Higher Education, has seen evidence that most universities tend to copy their curriculum from one source, the curriculum of the Institute of Foreign Languages, the Royal University of Phnom Penh. Their programs fail to impose any entry standards, accepting students who pass the high school exam without any entrance examination. It is possible for a student to enter university with satisfactory scores in all subjects but English. Therefore, not many graduates are able to fulfil the professional requirements of the roles they are supposed to take. Neau (2010) claims that many Cambodian EFL teachers do not reach a high performance standard due to their low English language proficiency and poor background in teacher education. The main purpose of this study is to establish key guidelines for developing curricula for English language teacher education for all the universities across the country. It examines the content of the Bachelor‘s degree of Education in Teaching English as a Foreign Language (B Ed in TEFL) and Bachelor‘s degree of Arts in Teaching English to Speakers of Other Languages (BA in TESOL) curricula adopted in Cambodian universities on the basis of criteria proposed in current curriculum research. It also investigates the perspectives of Cambodian EFL teachers on the areas of knowledge and skill they need in order to perform their English teaching duties in Cambodia today. The areas of knowledge and skill offered in the current curricula at Cambodian higher education institutions (HEIs), the framework of the knowledge base for EFL teacher education and general higher education, and the areas of knowledge and skill Cambodian EFL teachers perceive to be important, are compared so as to identify any gaps in the current English language teacher education curricula in the Cambodian HEIs. The existence of gaps show what domains of knowledge and skill need to be included in the English language teacher education curricula at Cambodian HEIs. These domains are those identified by previous curriculum researchers in both general and English language teacher education at tertiary level. Therefore, the present study provides useful insights into the importance of including appropriate content in English language teacher education curricula. Mixed methods are employed in this study. The course syllabi and the descriptions within the curricula in five Cambodian HEIs are analysed qualitatively based on the framework of knowledge and skills for EFL teachers, which is formed by looking at the knowledge base for second language teachers suggested by the methodologists and curriculum specialists whose work is elaborated on the review of literature. A quantitative method is applied to analyse the perspectives of 120 Cambodian EFL teachers on areas of knowledge and skills they should possess. The fieldwork was conducted between June and August, 2014. The analysis reveals that the following areas are included in the curricula at the five universities: communication skills, general knowledge, knowledge of teaching theories, teaching skills, pedagogical reasoning and decision making skills, subject matter knowledge, contextual knowledge, cognitive abilities, and knowledge of social issues. Additionally, research skills are included in three curricula while society and community involvement is in only one. Further, information and communication technology, which is outlined in the Education Strategies Plan (2006-2010), forms part of four curricula while leadership skills form part of two. This study demonstrates ultimately that most domains that are directly and indirectly related to language teaching competence are not sufficiently represented in the current curricula. On the basis of its findings, the study concludes with a set of guidelines that should inform the design and development of TESOL and TEFL curricula in Cambodia.

Memoirs : Heida Hermanns Holde /

The author's mother Alice Goldschmidt was a gifted piano player, who studied with Carl Maria Breithaupt and became his most talented student. Childhood recollections. Early musical awakening. Outbreak of World War One. Recollections of air raids and scarceness of food. Inflation and political instability in post-war Germany. Piano lessons by her mother from an early age. Heida made her debut at age fourteen with the Wiesbaden Symphony under the conductor Carl Schuricht, who became a close mentor and friend. Close relationship to her mother, who had a great influence on her professional career. Heida had a number of outstanding teachers, among them Artur Schnabel, Karl Leimer and Egon Petri. Heida was accepted as a student of Petri at the "Hochschule fuer Musik" in Berlin, where she studied between 1922-1925. Salon at her aunt's house with guests such as the playwright Georg Kaiser and Siegfried Wagner. Her sister Elsie received her Ph.D. in economics and moved to Berlin as well. Heida graduated from the "Hochschule" in 1925. Soon after she won an international piano competition in Berlin. Engagements with various conductors such as Max Fiedler and Otto Klemperer. Private lessons with Arthur Schnabel and Carl Friedberg, the co-founder of Juilliard. Due to occasional experiences of antisemitism during her music career Heida decided to change her name from Goldschmidt to Hermanns. Position at the "Hoch Conservatory" in Frankfurt. Encounter with the music critic Artur Holde, Heida's future-husband. Engagement and wedding in 1932. Move to Berlin.

Zur lexikographischen Darstellung der Adjektivsyntax in neueren einsprachigen Wörtbüchern des Deutschen

The main objects of the investigation were the syntactic functions of adjectives. The reason for the interest in these functions are the different modes of use, in which an adjective can occur. All together an adjective can take three different modes of use: attributive (e. g. a fast car), predicative (e. g. the car is fast) and adverbial (e. g. the car drives fast). Since an adjective cannot always take every function, some dictionaries (esp. learner s dictionaries) deliver information within the lexical entry about any restrictions. The purpose of the research consisted of a comparison in relation to the lexical entries of adjectives, which were investigated within four selected monolingual German-speaking dictionaries. The comparison of the syntactical data of adjectives were done to work out the differences and the common characteristics of the lexical entries concerning the different modes of use and to analyse respective to assess them. In the foreground, however, were the differences of the syntactical information. Concerning those differences it had to be worked out, which entry is the grammatically right one respective if one entry is in fact wrong. To find that out an empirical analysis was needed, which based on the question in which way an adjective is used within a context as far as there are no conforming data within the dictionaries. The delivery of the correctness and the homogeneity of lexical entries of German-speaking dictionaries are very important to support people who are learning the German language and to ensure the user friendliness of dictionaries. Throughout the investigations it became clear that in almost half of the cases (over 40 %) syntactical information of adjectives differ from each other within the dictionaries. These differences make it for non-native speakers of course very difficult to understand the correct usage of an adjective. Thus the main aim of the doctoral thesis was it to deliver and to demonstrate the clear syntactical usage of a certain amount of adjectives.

Staging Swissness : Inter-and Intracultural Theatre Translation

Wilkinson, Jane, 'Staging Swissness: Inter- and Intracultural Theatre Translation', Language and Intercultural Communication (2005) 5(1) pp.72-85 RAE2008