Handbuch deutscher Kommunikationsverben, Teil 2, Lexikalische Strukturen

Harras, Gisela; Proost, Kristel; Winkler, Edeltraud

doi:10.1515/9783110924145

Cited by 10 publications

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“…Solche sprachlichen Merkmale und damit zusammenhängende Klassifikationsmöglichkeiten der Redewiedergabe (vor allem im geschriebenen Gegenwartsdeutschen) stehen seit Jahrzehnten im Zentrum der einschlägigen germanistisch-linguistischen Forschung und Grammatikschreibung. Siehe einerseits beispielsweise die Grammatiken von Zifonun et al (1997), Helbig & Buscha (2005), Eisenberg (2013) sowie die Duden-Grammatik (2016) und andererseits etwa Kaufmann (1976), Plank (1986), Coulmas (1986), Roncador (1988), Breslauer (1995) Dirscherl & Pafel (2015), Leistner (2016) zu Variationen der Redewiedergabeformen, Vliegen (2010), Jäckh (2011), Costa (2014) und Fabricius-Hansen, Solfjeld & Pitz (2018) zum (Tempus-und) Modusgebrauch in der nicht direkten Redewiedergabe und Harras (2001), Gansel (2005), Harras et al (2004Harras et al ( , 2007, Schwabe & Fittller (2009) und Stiebels et al (2018) zu (i. w. S.) Rede anzeigenden Prädikaten.1…”

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Fabricius‐Hansen

2019

Zeitschrift Für Germanistische Linguistik

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Fabricius‐Hansen

2019

Zeitschrift Für Germanistische Linguistik

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“…In order to test this hypothesis, we define communication verbs as verbs referring to a situation involving "a speaker S, a listenership H, an utterance with a propositional content Sa(P) and a complex communicative attitude of the speaker E(S)" (Harras, Winkler, Erb, & Proost, 2004, p. 9, our translation). Their instantiation is based on two resources: The Handbuch deutscher Kommunikationsverben ("Handbook of German Communication Verbs", Harras et al, 2004) and GermaNet (Hamp & Feldweg, 1997). GermaNet is a lexical-semantic net similar to the English WordNet (Princeton University, 2010) that gives a semantic classification of words.…”

Section: Data and Data-driven Analysismentioning

confidence: 99%

Stylistic Differences between Closely Related Disciplines: Metadiscourse in German Linguistics and Literary Studies

2018

EDUC SCI-THEOR PRACT

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The disciplines of linguistics and literary studies are often considered similar, as they are for instance part of one common study program. However, there are many differences between the two disciplines that concern not only the object of study, but also research methods and writing styles. Consequently, students of, for example, German Studies need to adapt to two academic languages at once. Therefore, we aim to describe the stylistic differences between the languages of the two disciplines. Our study is based on a data-driven n-gram analysis of German PhD theses that reveals a more intense use of metadiscourse in linguistics when compared to literary studies. In the light of these results, we carry out a more in-depth study of metadiscourse in the two disciplines, focusing on the expressions im Folgenden ("in the following") and zusammenfassend ("summarizing"). We find that literary scholars use both of the above expressions less frequently than linguists. We suggest that this might be due to different aesthetic demands and more influence of English academic language on German linguistics. Also, a higher proportion of the instances found in literary studies turned out to be intertextual rather than metatextual. We therefore argue that it is important to inspect the data behind quantitative results in detail.

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“…Such a description is important to describe the semantic differentiation between verbs evoking the same frame and to characterize and explain several aspects of the patterns of polysemy of the verbs. For speech act verbs, a natural point of departure is Searle's (1976) classification of speech acts (or illocutionary acts as he called them), which has been further elaborated and applied to the analysis of German communication verbs in Harras et al (2004Harras et al ( , 2007 and in the contrastive study by Proost (2007). Table 3 presents the major types of verbs used to report speech acts.…”

Section: Speech Actsmentioning

confidence: 99%

Asking and answering: A contrastive study of English and Swedish basic communication verbs

Viberg

2016

LingBaW

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This article presents a contrastive study of the English verbs ask and answer and their Swedish correspondents based on data from the English Swedish Parallel Corpus (ESPC), which is bi-directional and contains Swedish and English original texts and their corresponding translations. As a background, a short overview is given of Verbal Communication Verbs (VCVs) in general with brief discussions of speech act theory (Searle), direct and reported speech and conceptual frames (FrameNet) and their syntactic realizations. The contrastive study is concerned with networks of polysemy and the relationships of various senses with differing syntactic realizations across languages. The senses of ask are primarily distributed between two verbs in Swedish: fråga ‘ask a question’ and be ‘request (politely)’ but even some verbs with more specific meanings are involved. The concept of answering forms a conceptual network which is similar in English and Swedish but contrasts with respect to the way meanings are divided up between various verbs. English has a number of verbs such as answer, reply, respond, correspond, retort and rejoin, whereas Swedish to a great extent relies on one verb (svara) and its morphological derivations: besvara, ansvara, motsvara, försvara. In the Conclusion, pedagogical applications of the study are briefly discussed.

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Handbuch deutscher Kommunikationsverben, Teil 2, Lexikalische Strukturen

Cited by 10 publications

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Stylistic Differences between Closely Related Disciplines: Metadiscourse in German Linguistics and Literary Studies

Asking and answering: A contrastive study of English and Swedish basic communication verbs

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