Literaturnachweis - Detailanzeige
| Autor/in | Belz, Julie A. |
|---|---|
| Titel | Corpus-Driven Characterizations of Pronominal da-Compound Use by Learners and Native Speakers of German. |
| Quelle | In: Die Unterrichtspraxis - teaching German, 38 (2005) 1, S. 44-60 |
| Beigaben | Anmerkungen; Literaturangaben; Tabellen |
| Sprache | englisch; deutsche Zitate |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0042-062X |
| Schlagwörter | Empirische Forschung; Methodik; Deutsch; Deutsch als Fremdsprache; Grammatik; Kompositum; Korpusanalyse; Native Speaker; Pronomen; Sprachgebrauch; Lernersprache; Englisch; E-Mail; Korrespondenz; Kontrastierung; USA |
| Abstract | The paper makes a usage-based contribution to the learning and teaching of German via the tools of contrastive learner corpus analysis (Granger, 1998; Granger, Hung, and Petch-Tyson, 2002; Nesselhauf, 2004). On the basis of an integrated learner and native speaker corpus of telecollaborative discourse (Belz, 2005), an empirically rich characterization of pronominal da-compound use by both learners and native speakers of German is presented and differences in learner and native speaker uses are highlighted. This usage-based characterization of the pronominal da-compounds is contrasted with their deterministic treatment in common pedagogical material in the North American context. Corpus-driven suggestions for the classroom-based teaching of the pronominal da-compounds are given. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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