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To this end, we have aimed as far as possible to correct errors and clarify explanations wherever necessary. We have also updated suggestions for further reading following each chapter as well as the bibliographical references at the end of the book.
The second edition has also been expanded in some chapters to allow the incorporation of new sections illustrating changes taking place in relation to the German language over the past ten years. Sally Johnson Leeds and Natalie Braber Nottingham ix Preface to the first edition As is often the case with books of this kind, this volume has been written primarily with the needs of my own students in mind.
For the past few years, I have been teaching German linguistics and sociolinguistics at Lancaster University. I have used many excellent textbooks but have failed to identify any one volume which fulfilled all our needs simultaneously. Now that the book is finished, I sincerely hope that students other than those at Lancaster will also be able to benefit from it in the future.
Recent developments in British university teaching of foreign languages remain something of an enigma. Yet despite this perceived demand, the kind of structured teaching which can be offered by specialist linguists seems sadly lacking. Too few courses, for example, dedicate sufficient time to formal training in pronunciation.
We send students abroad, largely unprepared for the considerable linguistic variation they are certain to encounter at least in German-speaking countries. In short, the focus on practical language teaching does not appear to be matched by the provision of linguistic and sociolinguistic approaches which see language as a meaningful and worthwhile object of study in its own right.
Ongoing disputes about whether these options can be taught in the foreign language are a further illustration of the artificial opposition between language and culture.
Where is their extended exposure to the language going to come from? Though no single text can transform the scenario I have somewhat polemically sketched, it can nonetheless help in a small way to change it, by providing students with a systematic framework for studying both the German language and the German language as culture.
When writing this book, therefore, it has been my aim to introduce students of German not only to the insights of linguistics and sociolinguistics generally but also to try to dismantle from the outset the notion that language and culture are somehow discrete objects of study.
Sally Johnson Lancaster xi Acknowledgements There are many people we would like to thank personally for their help, advice and support in the preparation of the second edition of this volume, previously published by Edward Arnold in We would particularly like to express our gratitude to Martin Durrell, Wini Davies and Bill Jones for their constructive comments on the first edition — comments that we have aimed as far as possible to incorporate into the revised version.
We would also like to thank Andrew Winnard at Cambridge University Press for his enthusiasm in commissioning a second edition of the book and his keen support throughout the writing and production processes.
Special thanks go to Mark Louden at the University of Wisconsin-Madison for giving so generously of his time to review both the initial proposal and revised manuscript. We would also like to thank the numerous members of the Forum for Germanic Language Studies who responded to our queries on numbers of German speakers throughout the world.
It goes without saying that any remaining errors and omissions are our own responsibility. Both authors owe a considerable debt of gratitude to our colleagues in the Departments of Linguistics and Phonetics at the University of Leeds and in the Team of Communication, Culture and Media at Nottingham Trent University.
We would both like to thank the library staff there, especially Eva Teubert, for making us so welcome and the Institute more generally for making available a wealth of expertise and materials without which it would not have been possible to complete either edition of the book.
We need to acknowledge the origins of a range of examples that we have used in both editions of the book.
Examples in section 5. All the examples in section 5. Examples in section 6. Most of the German examples in section 8.
The authors and publishers would also like to thank the following for permission to use copyright material: Every effort has been made to trace all copyright holders of material. Last but by no means least, Sally would like to thank her partner, best friend and critic, Frank Finlay, for his enduring love, kindness and good grub, and Ben for simply being the ray of sunshine that he is.
Perhaps this happens because they generally hold strong opinions about this subject; just take a look at the continuously raging debates in newspaper letter columns about issues such as grammar, spelling and punctuation.
However, the use of language involves a whole lot more than the correct implementation of rules. Ever since our early ancestors developed language — a subject we still know relatively little about — it has not only been used to exchange information, but also to convey feelings and evoke emotions.
Actually, the way in which we use words says a lot about how we view ourselves and others.Fra Bartolommeo - Master Draughtsman of the High Renaissance, Chris Fischer The Beauties of Sterne - Including Many of His Letters and Sermons; All His Pathetic Tales, Humorous Descriptions and Most Distinguished Observations on Life, Laurence Sterne.
Sep 05, · Im Video erhalten Sie 20 Tipps, die Ihnen das Schreiben einer wissenschaftlichen Arbeit erleichtern können. Die Tipps werden ausführlich in einem begleitenden Buch erläutert. Bachelor and Master Dissertations; Bachelor and Master Dissertations. RSS feed on these positions.
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