Geben Sir mir so 'n Streuselapfel: Hedging in Authentic Speech Situations

Lovik, Thomas A.

doi:10.2307/3530783

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…Schierloh and Hayes‐Harb () discuss varied listening comprehension goals with authentic language. This brief review is not exhaustive, scattered forerunners appeared such as Rings () with a partial focus on systematic differences of spoken and written German, and Lovik () on hedging expressions, but it is indicative of a recent relatively consistent focus concerning authentic spoken German. Continuing this pragmatic pedagogical focus, we present aspects of spoken German, with elision and assimilation in more detail, as a prelude to classroom suggestions.…”

Section: The Profession's Voice In Teaching Spoken Languagementioning

confidence: 99%

Aspects of Authentic Spoken German: Awareness and Recognition of Elision in the German Classroom

Lightfoot

2016

Die Unterrichtspraxis

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This work discusses the importance of spoken German in classroom instruction. The paper examines the nature of natural spoken language as opposed to written language. We find a general consensus that the prevailing language measure (whether pertaining to written or spoken language) in instructional settings more often typifies the rules associated with a written variety to the relative exclusion of norms associated with natural spoken language. A discussion of authentic spoken language and pragmatics in the classroom follows. The principle linguistic notion examined is elision (dropping certain sounds), but we also look at assimilation (sounds becoming more alike) due to its high frequency of occurrence with elision. The article then presents suggestions for classroom instruction on awareness and recognition of spoken language, along with the contexts in which spoken language occurs.

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Section: The Profession's Voice In Teaching Spoken Languagementioning

confidence: 99%

Aspects of Authentic Spoken German: Awareness and Recognition of Elision in the German Classroom

Lightfoot

2016

Die Unterrichtspraxis

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“…It has been suggested, though, that so is a particularly close functional equivalent form (e.g. Lovik 1990;Golato 2000). Thus, German so can be used to cover the functions of a hedge (Lütten 1977;Lovik 1990), intensifier or focus marker (Ehlich 1987) and it is part of the German non-standard quotative form und ich so (Golato 2000).…”

Section: Like Equivalents In German: So and Alsomentioning

confidence: 99%

The use of pragmatic devices by German non-native speakers of English

Terraschke¹

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<p>Mastering the pragmatic norms of another language is one of the greatest challenges to non-native speakers. One particularly difficult aspect of pragmatic conventions is the appropriate use of pragmatic devices such as like, you know, I think, and or something like that which have been found to serve a number of important textual and interactive functions in discourse. This study investigates the use of such devices by non-native speakers in cross-cultural conversations in terms of frequency and function in order to establish to what extent L2 usage differs from native speaker norms. In particular, the study examines the use of the English pragmatic devices like, eh and General Extenders (and things like that, or something like that) by German non-native speakers of English (GNNSE) in interactions with native speakers of New Zealand English (NSNZE). The results are compared with the use of these forms in native-native conversations in New Zealand English and the use of close equivalent forms in German by the same GNNSE. The analysis is based on a corpus of approximately 18 1⁄2 hours of dyadic conversation or about 224,338 words of transcription.</p>

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Murder in the Classroom: An Audiovisual Alternative for Intermediate Level Language Instruction

Schulte¹

1991

Die Unterrichtspraxis / Teaching German

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Geben Sir mir so 'n Streuselapfel: Hedging in Authentic Speech Situations

Cited by 4 publications

References 5 publications

Aspects of Authentic Spoken German: Awareness and Recognition of Elision in the German Classroom

Aspects of Authentic Spoken German: Awareness and Recognition of Elision in the German Classroom

The use of pragmatic devices by German non-native speakers of English

Murder in the Classroom: An Audiovisual Alternative for Intermediate Level Language Instruction

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