Exploring the Unknown: The Language Use of German Re-Students Writing Texts about God

Autor/in	Altmeyer, Stefan
Titel	Exploring the Unknown: The Language Use of German Re-Students Writing Texts about God
Quelle	In: British Journal of Religious Education, 37 (2015) 1, S.20-36 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2013.830962
Schlagwörter	Religion; Language Usage; German; Secondary School Students; Foreign Countries; Learning Processes; Linguistic Competence; Computational Linguistics; Guidelines; Comparative Analysis; Religious Education; Germany + Suchen Sie Ihr Suchwort? Sprachgebrauch; Deutscher; Sekundarschüler; Ausland; Learning process; Lernprozess; Sprachkompetenz; Linguistics; Computerlinguistik; Richtlinien; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Deutschland
Abstract	Language does not only play an active part "in all processes" of comprehension, recognition and learning, it is also essential for "specific religious learning processes." Religious experiences and traditions have their own characteristic linguistic forms, and religious education has come to realise the necessity for an appropriate sensibility in religious language. Yet while linguistic features of religion or tradition have been widely discussed and developed, the use of religious language with regard to the learning subjects remains a significant, if not unknown, variable. What do we actually know about the religious language of students? How do we systematically assess their linguistic competence? By presenting selected results regarding the God-talk of German secondary school students, this paper shows how empirical research based on a corpus linguistic approach can provide access to the use of religious language. As such, the paper first aims to initiate a paradigm shift from looking at the linguistic features of content to exploring the language use of learners. Second, it aims to present a research framework that offers possibilities for further comparable and comparative research well beyond the original German speaking context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10