THE TEACHING OF GERMAN WORD ORDER‐A LINGUISTIC APPROACH
1958; Wiley; Volume: 8; Issue: 3-4 Linguagem: Inglês
10.1111/j.1467-1770.1958.tb00866.x
ISSN1467-9922
Autores Tópico(s)Linguistics, Language Diversity, and Identity
ResumoLanguage LearningVolume 8, Issue 3-4 p. 27-35 THE TEACHING OF GERMAN WORD ORDER-A LINGUISTIC APPROACH James W. Marchand, James W. Marchand University of CaliforniaSearch for more papers by this author James W. Marchand, James W. Marchand University of CaliforniaSearch for more papers by this author First published: 1958 https://doi.org/10.1111/j.1467-1770.1958.tb00866.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat FOOTNOTES 1 K. O. Myrvaagnes, " Teaching the German Verb Order," GQ XXV (1952) 162. Example disproving the rule: "Er sagte, er wollte in die Schule gehen." Cf. W. A. Mueller, "The Teaching of German Verb Order," GQ XXIV (1951) 180. Google Scholar 2 Myrvaagnes, 162. Contrary example: "Dableiben willer! Schwimmen kann er, das Tauchen aber nicht. Geschworenhab' ich nichts! Geflogen ist er nie (title of a story)." Cf. G. E. Condoyannis, "Word Order in Colloquial German," Monatshefte XXXVI (1944) 372 f. Google Scholar 3 Doris Schissler, "Word Order in German," Canadian Modern Language Review VII. 2(Winter, 195051) 29. Contrary example: Wegen seiner Hoffahrt hat ihn heute der Herr Professor gescholten. Google Scholar 4 S. L. Sharp and F. W. Strothman, German Reading Grammar , Boston , 1941, p. 54. Contrary example: "Wenn ermur fortginge!" I should like to point out here that I have chosen these sources merely because they were at hand. Like mistatements are to be found in almost all elementary grammars, and one hears them daily from one's colleagues. Google Scholar 5 Sharp and Strothman, p. 247 f. Google Scholar 6 C. R. Goedsche, S. Flygt, M. Spann, A Modern Course In German , Cambridge , 1947, p. 366. Google Scholar 7 K. R. Bergethon, Grammar for Reading German , Cambridge , 1950, p. 9. Google Scholar 8 Since the existence of structural studies of German syntax is usually ignored in this country, I cite here some of the more important works: H. Becker, "Ist eine neue Satzlehre Unterrichtsreif?" Deutschunterricht (Berlin) 10. Jahrgang, NO. 7 (1957) 379–384 (with bibliography); idem, Sprachlehre, Berlin, 1941; idem, Hauptprobleme des Satzbaus, Potsdam, 1956; E. Lerch, "Vom Wesen des Satzes und von der Bedeutung der Stimmführung für die Satz-definition," Archiv für diegesamte Psychologie C (1938) 133 ff.; K. Boost, Neue Untersuchungen zum Wesen und zur Struktur des deutschen Satzes: der Satz als Spannungsfeld, Berlin (Akademie Verlag), 1954; J. Erben, Grundzüge einer Syntax der Sprache Luthers, Berlin (Akademie Verlag). 1954 (many notes on modern German); E. Drach, Grudgedanken der deutschen Satzlehre, Frankfurt, 1937 (on Drach's work, see H. A. Basilius, "A Structuralist View of German Syntax," MLJ XXXVI [1953] 130–134); H. Glinz, Die innere Form des Deutschen Bern, 1952; idem, Derdeutsche Satz, Düsseldorf, 1957; idem, "Wortarten und Satzglieder,"Der Deutschunterricht (Stuttgart) IX.3 (1957) 13–28; W. Pfleiderer, "Die innere Form des Deutschen," Der Deutschunterricht VI.2 (1954) 108–128. Google Scholar 9 Cf. P. Berger, "Satzbautafeln als Hilfsmittel für den fremdsprachlichen Unterricht," Die neueren Sprachen XLV 1OFor an excellent example of the use of such a scheme (1957) 241–243. Google Scholar 10 For an excellent example of the use of such a scheme for a language closely related to German, see Uriel Weinreich, College Yiddish, New York, 1953, 330 ff., passim. Cf. also R. Jahn, "Satzbautafeln, zum Gebrauch im Deutschunterricht für Ausländer," Munich (Deutsche Akademie) 1937; W. Pfleiderer, "Wortfelder im Schulunterricht," Zeitschrift für deutsche Bildung XLI, 230 ff.; H. E. Palmer, Colloquial English. Part I, "Substitution Tables", 4th ed., Cambridge, 1930. Google Scholar 11 A good structural description of German should provide such a procedure, since it is one of the purposes of descriptive linguistics to establish "statements which enable anyone to synthesize or predict utterances in the language." ( Z. Harris, Methods in Structural Linguistics, Chicago, 1951, p. 372). Google Scholar 12 On the use of the terms Subjunctive I and Subjunctive II, see B. Q. Morgan, "On the Teaching of the Subjunctive in German," Monatshefte XXXIV (1942) 284–87. Google Scholar 13 Cf. my article, "The Teaching of Reading German-A Linguistic Approach," LL VI (1956) 39–46. Google Scholar 14 On expansion, see Rulon S. Wells, "Immediate Constituents," Language XXIII (1947) 81–117. 10.2307/410382 Web of Science®Google Scholar 15 Cf. K. L. Pike, The Intonation of American English, Ann Arbor, 1947, pp. 40, 45. Google Scholar 16 The necessity for a dictionary listing is occasioned by the fact that we cannot define the verb complement as a place category, and because of the fact that even then one would be unable to distinguish it from an adverb of place. We must have a listing to permit us to distinguish between verb complex in In Betrieb stellen"to get (a factory) started" and verb +- adverb of place in auf den Tisch stellen"to place on the table". The student early learns to make such distinctions on the basis of the English equivalents, but this does not permit of a rigorous statement. Google Scholar 17 Cf. G. E. Condoyannis, "Word Order in Colloquial German," Monatshefte XXXVI (1944) 371–77. Google Scholar 18 See especially W. J. Mueller, "Observations on the Position of the Reflexive Pronoun in the German Sentence," Monatshefte XXXIV (1942) 93–101. Google Scholar 19 Cf. Goedsche, Flygt, Spann, p. 364. By adverb of time here, I mean "one word (+-attributes) adverb of time. Google Scholar 20 Boost (p. 48 ff.) points out several stylistic restrictions to this rule of the position of the noun object. If the direct object is definite (preceded by a definite article or a limiting adjective), it usually precedes a short adverb of manner ("Der Knabe trägt das Gedicht gern vor"), if it is indefinite, it usually follows a short adverb of manner ("Der Knabe trägt gern ein Gedicht vor""Der Knabe trägt gern Gedichte vor"). The same may be said of direct and indirect object nouns, where the definite often precedes the indefinite ("Ich habe dem Kinde einen Apfel geschenkt,"but"Ich habe den Apfel einem Kinde geschenkt,""Ich habe gestern dem Kinde unterwegs einen Apfel geschenkt"). I myself would not present such rules in the classroom, because they unduly complicate the problem. Also, no such situation came up in my nine textbooks. They are best relegated to a later class, cf. G. Gougenheim, "Structure et economie de la langue francaise,"Der Deutschuntericht Stuttgart) IX.3 (1957) 59–65. Google Scholar 21 H. Bergholz, "Negation in German," GQ XXII (1949) 17–20. Boost (49) has restrictions to impose here also, but of another nature. There are two possible negations of the sentence Ich habe das Buch mit Absicht gewählt "I purposely chose the book": Ich habe das Buch mit Absicht nicht gewählt"I purposely did not choose the book"or Ich habe das Buch nicht mit Absicht gewählt "I didn't choose the book on purpose". It is obvious that the second choice is not a negation of the whole sentence, but merely a special case of the rule that nicht, if it does not negate the whole sentence, precedes the element it negates. 10.2307/401920 Google Scholar 22 These three elements are mutually exclusive. Google Scholar 23 W. A. Mueller, "The Teaching of German Verb Order," GQ XXIV (1951) 178, asks for "a complete and comprehensive outline" to be "given from the outset", in order to assure continuity and proper frame for later explanations. Google Scholar 24 For example: The separable prefix is only separated from its verb in the case of normal word order; when final position of the separable prefix is required, it is attached to the next verbal element following it, except in the case of the double infinitive construction, in which case it is attached to the second next verbal element following it. Google Scholar Citing Literature Volume8, Issue3-41958Pages 27-35 ReferencesRelatedInformation
Referência(s)