Gesprochene Sprache hat sich in den letzten Jahrzehnten als Forschungsgegenstand
von der geschriebenen Sprache emanzipiert. Das gewachsene
wissenschaftliche Interesse hat dazu geführt, dass auch in Italien
im Fachgebiet L-LIN 14 (Sprache und Übersetzung – deutsche Sprache)
gesprochene Varietäten stärker in den Fokus gerückt sind. Der vorliegende
Band beinhaltet einerseits Aufsätze, die aktuelle wissenschaftliche
Schwerpunkte in der Gesprochene-Sprache-Forschung vorstellen, andererseits
auch praxisorientierte Beiträge, die die Relevanz wissenschaftlicher
Arbeit mit gesprochener Sprache in der universitären Lehre in Italien
klären wollen. Während die Beiträge sich in einem ersten Teil vor allem mit
gesprochener L1-Sprache und ihrer Didaktisierung im Kontext Deutsch
als Fremdsprache befassen, stehen im zweiten Teil gesprochene Lerner-
Varietäten im Vordergrund.
Barbara Vogt: 2009 Promotion in Linguistik an der Universität Verona, anschließend
Postdoc-Tätigkeit an den Universitäten in Verona und Tromsø.
2017 Habilitation für Deutsche Sprache und Übersetzung (ASN, II fascia).
Langjährige Unterrichtserfahrung im Bereich Deutsch als Fremdsprache
und in deutscher Sprachwissenschaft. Seit 2012 ricercatrice an der
Browsing Gesprochene (Fremd-)Sprache als Forschungs- und Lehrgegenstand by Type "Book Chapter"
The fact that Italians and their accent are often perceived as "likeable", cheerful, friendly and warmhearted
is an old cliché that is still widespread today. In this paper, the effect of phonetic interference
with regard to likability, comprehensibility and competence on different listener profiles is investigated,
in particular whether and to what extent the results of the Italian L1 listeners, who hear
their own accent, differ from the other two groups of listeners (German and Polish L1 test subjects).
The overall result of the data evaluation allows three statements to be made:
1. According to German and Polish listeners, the likability score suffers least from foreign language
interference in pronunciation. A slight Italian accent (in this case: in reading a German text) is regarded
as likeable and this seems to be fairly independent from the other two criteria (comprehensibility
and allocation of competence).
2. Italians perceive their own accent clearly when there is interference at a segmental level, and less
when there is prosodic interference.
3. For the Italians, as well as for the Poles, the comprehensibility correlates more with errors on the
segmental level. This is in contrast to the results of the German group. Here, comprehensibility is
most affected by prosodic interference.
The paper deals with emphatic accentuation in spoken language. First, the term emphatic is discussed.
What are the functional and formal properties connected with emphasis or emphatic in linguistic
literature? With regard to German, three main functions are described (together with their
formal realizations): expressive emphasis, emphasis for contrast and emphasis for intensity. In the
second part, predictions are made regarding the acquisition of emphatic accentuation in a second
language (in this case Italian): communicative or paralinguistic uses of intonation and accentuation
are said to be similar across languages and thus easy to acquire. This is tested by investigating
a corpus with German L2 / Italian L1- speakers at B2 level. Although the corpus was not designed
in order to elicit emphatic speech, emphatic use of accentuation can be largely detected. This speaks
in favour of the hypothesis that emphatic use of accentuation is a similar cross-linguistic, paralinguistic
feature allowing for positive transfer.
This article attempts to investigate to what extent the morphological characteristics of the spoken
language should be addressed in the teaching of German L2/L3. Discussions about the phenomena
of oral communication in the teaching of a foreign language are certainly not new. However, there
has only recently been some agreement about the desirability of addressing the features of spoken
language in foreign language teaching. After a short introduction to the grammar of the spoken
language and the teaching of German as L2/L3, some of the most important morphological features
of spoken German are presented. Subsequently, some suggestions are made as to when and if
these phenomena should be a topic in the classroom of German as a foreign language and also as to
what criteria this didactic decision should be based on.
The aim of the present paper is to provide an overview (updated to April 2017) of the
corpora of spoken German, which are relevant to the teaching of German as a foreign
language and freely available on the Internet. These include, on the one hand, the
L1 corpora, which are useful for designing syllabuses, developing authentic teaching
materials and for direct application in the classroom, and on the other, L2 corpora for the
study of second language acquisition. The following aspects are presented and discussed:
scope and representativeness of the corpus; types of discourse, speakers and varieties;
transcription, annotation and metadata; available query tools and download options;
possible uses in the classroom; and publications. With respect to the L1 corpora, FOLK and
the corpus "Gesprochene Sprache für die Auslandsgermanistik" provide a sufficient basis
for research and teaching. However, it would be desirable to supplement the conversationanalytic
approach with phonetically and prosodically annotated corpora. With regard
to the web-based L2 corpora (GeWiss and BeMaTaC) the range of communication types
(examination interview, student and expert presentation, map task dialogue) and L1
languages (English, Polish, partly Bulgarian and Italian) is quite limited. Here, it would
be desirable to set up further corpora to comprehensively investigate the acquisition of
German as a foreign or second language.
This paper deals with the prosodic items «rhythm» and «pauses» in relation with the acquisition
of German by Italian natives. It discusses universal as well as language-specific phonetic and phonologic
aspects. Starting from the assumption that the basic elements that determine rhythm are
syllables in syllable-timed languages and stress groups in stress-timed languages, specific phonetic
and phonologic aspects of German and Italian are attributed to rhythmic differences. Pauses are
analysed by taking into consideration their function in spoken language, i.e. specifically for speech
organization. Both the contrastive aspects of German and Italian and the so-called «foreign accent
» of Italian learners of German are discussed. Finally, the paper gives some practical hints for
phonetic training specifically addressed to Italian learners of German.
This paper presents SoPhoProST, an interdisciplinary project carried out by the Universities of
Salzburg and Trieste (Heinz / Gärtig / Rocco) set up to explore the impact of the regional phonetic
traits of native Italian speakers on German as L2, as well as their effect on language perception.
The objectives of the project are 1) to identify and analyse the phonetic properties (segmental, phonotactic
and prosodic) characterizing certain regional varieties of Standard Italian, 2) to measure
their impact on the pronunciation of German by the respective native speakers, and 3) to measure
their effect on the perception of and the attitudes towards phonetic features of German as a foreign
language (e.g. features perceived or identified as «typical Italian pronunciation» or «distinctively
regional/northern/southern/Venetian/Florentine», the impact of pronunciation on judgements of
L2-proficiency in German, etc.). In order to answer the research questions, 24 Italian students of
German as L2 were recorded both in Italian and in German. After the presentation of the project
as a whole, the article reports the initial findings of a pilot study on the identification of (regional)
accents in the L2-German recordings by German and Italian speaking subjects, and concludes with
some considerations regarding the possible didactic applications of the data.
If the goal is to acquire grammatical competence, speaking is rarely used as a learning procedure.
Rather, speaking is perceived as the result of learning processes and, moreover, as a particular challenge:
the high speed with which knowledge must be available and the limited capacity of working
memory create complex conditions for the mental processes of spontaneous oral production.
Furthermore, lack of assurance due to limited means of expression, fear of making mistakes and
receiving negative assessments lead to the widespread principle "Learn now, use later". The present
paper postulates that this is not just a fallacy, but a counterproductive behaviour that has negative
repercussions on the development of both grammatical and speaking competence.
Starting from a differentiating view of the concept of grammar, the article first focusses on the mental
requirements of language performance and language acquisition. It then outlines a number of
principles that provide a general theoretical basis for foreign language grammar learning. What
emerges is that the requirements for oral production in L2 correspond exactly to the conditions that
characterize the development of grammatical competence. Nevertheless, inclusive proceedings are
rarely put into practice, due to a number of factors, which are then summarized. The article concludes
with a series of user-oriented examples of practice, which correspond to the principle "use as
you learn, learn as you use" and which support the appropriate processing of grammatical knowledge
together with speaking competence.