268 research outputs found
On the plural forms of nouns in German compared to Macedonian language
Abstract: This study is intended to serve as a guide to teachers of German who are teaching German as a foreign
language and as a second language, by contrasting the grammatical structures of contemporary German and
Macedonian language. This study is limited to the grammatical category number of nouns only. By contrasting the
two systems point for point, teachers can more readily see just those places where there are dissimilarities - and
congruence - between the two systems and where students of one, say Macedonians who wish to learn German, can
more readily be made aware of what to look out for as they practice grammar drills in the target language. The
morphological exponence of the noun categories of case, number and gender in German language presents the
linguist with some singularly difficult problems largely because their realization does not occur uniformly through a
system of suffixed formatives on the noun, as in the classical inflecting languages, but most often in part or
exclusively through formatives on those other members of the noun phrase which are traditionally seen as standing
in a relationship of agreement to the noun
The education system in the Republic of Macedonia β is (was) there bilingualism in it? β a review.
My goal in the discussion below is to review the new ways of
seeing the education system in the Republic of Macedonia in the
twenty-first century global and European cultural diversity. First, I
will briefly outline the history regarding the educational and cultural
state in the Republic of Macedonia. Second, I will show that we have
to admit that our cosmopolitan and global society needs a unifying
discipline leading us to mutual understanding and inevitable
dialogue. Therefore, we need the new way of seeing and
understanding the world, which helps us to eradicate antipathy or
racism, because Europe is moving towards multicultural society,
which we do not understand properly yet. Hence, the dialogue
arising from multiculturalism and its discourse is a chance to find the
way out of our post-modern cultural labyrinth
The verbs with the semantic feature βemotionalityβ in the contemporary German and Macedonian language
In this paper I try to give an overview and to analyze the different ways of the
description of the emotional state of humans in contemporary German and Macedonian
language, which can be expressed through different word classes. My purpose in this
section is to implement the contrastive analysis to the verbs with the semantic feature
βemotionalityβ in contemporary German and Macedonian language. In addition, I hope
that the implications of these comparisons of the Macedonian and German verbs can be
applied in teaching Macedonian and German, especially when it comes to teaching
DaF (Deutsch als Fremdsprache) as well as in translation and teaching material design
(grammars, dictionaries, textbooks, etc.). This group of verbs with the semantic element
"emotionality" in modern German and Macedonian language is presented, and an
attempt is made to classify this group of verbs on morphological, semantic and syntactic
level.
Key words: emotionality, comparative analysis, classification of verbs
ΠΡΠ΅Π³Π»Π΅Π΄ ΠΈ ΠΊΠ»Π°ΡΠΈΡΠΈΠΊΠ°ΡΠΈΡΠ° Π½Π° Π³Π»Π°Π³ΠΎΠ»ΠΈΡΠ΅ ΡΡΠΎ ΠΈΡΠΊΠ°ΠΆΡΠ²Π°Π°Ρ ΠΏΡΠΈΡ ΠΈΡΠΊΠ° ΡΠΎΡΡΠΎΡΠ±Π° Π²ΠΎ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΠΈ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ
ΠΡΠ΅Π΄ΠΌΠ΅Ρ Π½Π° ΠΎΠ²ΠΎΡ ΡΡΡΠ΄ Π΅ Π°Π½Π°Π»ΠΈΠ·Π° Π½Π° Π³Π»Π°Π³ΠΎΠ»ΠΈΡΠ΅ ΡΡΠΎ ΠΈΡΠΊΠ°ΠΆΡΠ²Π°Π°Ρ ΠΏΡΠΈΡ
ΠΈΡΠΊΠ° ΡΠΎΡΡΠΎΡΠ±Π° ΠΊΠ°Ρ ΡΠΎΠ²Π΅ΠΊΠΎΡ, Π° ΡΠ΅ ΠΏΠΎΠ²ΡΠ·Π°Π½ΠΈ ΡΠΎ ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΠ·Π½Π°ΠΊ βΠ΅ΠΌΠΎΡΠΈΠΎΠ½Π°Π»Π½ΠΎΡΡβ Π²ΠΎ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΠΈ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ. ΠΠΎΠ΄ ΠΏΠΎΠΈΠΌΠΎΡ Π³Π»Π°Π³ΠΎΠ»ΠΈ ΡΡΠΎ ΠΈΡΠΊΠ°ΠΆΡΠ²Π°Π°Ρ ΠΏΡΠΈΡ
ΠΈΡΠΊΠ° ΡΠΎΡΡΠΎΡΠ±Π° ΠΏΠΎΠ΄ΡΠ°Π·Π±ΠΈΡΠ°ΠΌΠ΅ ΠΎΠ΄ΡΠ΅Π΄Π΅Π½ΠΎ ΠΌΠ½ΠΎΠΆΠ΅ΡΡΠ²ΠΎ Π³Π»Π°Π³ΠΎΠ»ΠΈ ΡΡΠΎ ΠΈΠ·ΡΠ°Π·ΡΠ²Π°Π°Ρ ΡΠΎΡΡΠΎΡΠ±Π° Π½Π° ΡΡΠ±ΠΎΠ², ΠΎΠΌΡΠ°Π·Π°, ΡΡΠ΄Π΅ΡΠ΅, ΡΠΎΠΌΠ½Π΅Π½ΠΈΠ΅, ΠΆΠ°Π», ΡΡΠ°ΠΌ, ΡΠ°Π΄ΠΎΡΡ, ΡΡΡΠ°Π², Π»ΡΡΠΈΠ½Π° ΠΈ Π΄ΡΡΠ³ΠΈ Π΅ΠΌΠΎΡΠΈΠ²Π½ΠΈ ΡΠΎΡΡΠΎΡΠ±ΠΈ ΠΊΠ°Ρ ΡΠΎΠ²Π΅ΠΊΠΎΡ. ΠΠΎ ΠΎΠ²Π° Π³ΡΡΠΏΠ° Π³Π»Π°Π³ΠΎΠ»ΠΈ ΡΠΏΠ°ΡΠ°Π°Ρ Π³Π»Π°Π³ΠΎΠ»ΠΈΡΠ΅: ΡΠ΅/ΡΠ°ΠΊΠ° (/sich/ lieben), ΡΠ΅/ΠΌΡΠ°Π·ΠΈ (hassen), ΡΠ΅/ΡΡΠ΄ΠΈ (/sich/ wundern), ΡΠ΅ ΡΠΎΠΌΠ½Π΅Π²Π° (zweifeln), /ΡΠ΅/ ΠΆΠ°Π»ΠΈ (trauern), /ΡΠ΅/ ΡΡΠ°ΠΌΠΈ (/sich/ schΓ€men), ΡΠ΅ ΡΠ°Π΄ΡΠ²Π° (/sich/ freuen), /ΡΠ΅/ ΠΏΠ»Π°ΡΠΈ (/sich/ fΓΌrchten), /ΡΠ΅/ Π»ΡΡΠΈ (/sich/ Γ€rgern) ΠΈ Π΄ΡΡΠ³ΠΈ. ΠΡΠΎΡΠΎΡ Π½Π° ΠΎΠ²ΠΈΠ΅ Π³Π»Π°Π³ΠΎΠ»ΠΈ Π΅ Π³ΠΎΠ»Π΅ΠΌ ΠΈ Π²ΠΎ ΠΏΠΎΠ½Π°ΡΠ°ΠΌΠΎΡΠ½ΠΈΠΎΡ ΡΠ΅ΠΊΡΡ ΡΠ°Π±Π΅Π»Π°ΡΠ½ΠΎ Π΅ ΠΏΡΠ΅ΡΡΡΠ°Π²Π΅Π½Π° Π³ΡΡΠΏΠ° ΠΎΠ΄ ΡΠ΅ΡΠΈΡΠΈΠ΅ΡΠ΅Ρ Π³Π»Π°Π³ΠΎΠ»ΠΈ ΠΈ ΡΠ΅ Π΄Π°Π²Π° ΠΏΡΠ΅Π΄Π»ΠΎΠ³ Π·Π° Π½ΠΈΠ²Π½Π° ΠΏΠΎΠ΄Π΅Π»Π±Π°, ΡΠΊΠ°ΠΆΡΠ²Π°ΡΡΠΈ Π½Π° ΡΠ°Π·Π»ΠΈΠΊΠΈΡΠ΅ ΠΌΠ΅ΡΡ Π²Π°ΠΊΠ²ΠΈΠΎΡ ΡΠΈΠΏ Π½Π° Π³Π»Π°Π³ΠΎΠ»ΠΈ Π²ΠΎ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΠΈ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ
Π Π°Π·Π²ΠΈΠ²Π°ΡΠ΅ Π½Π° Π²Π΅ΡΡΠΈΠ½ΠΈΡΠ΅ Π½Π° ΡΠΈΡΠ°ΡΠ΅
ΠΠ΄Π½Π° ΠΎΠ΄ ΡΠ΅Π»ΠΈΡΠ΅ Π½Π° Π½Π°ΡΡΠ°Π²Π°ΡΠ° ΠΏΠΎ ΡΡΡΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΡΠΈ Π΅ ΡΡΠ΅Π½ΠΈΡΠΈΡΠ΅ Π΄Π° ΡΠ΅ ΠΎΡΠΏΠΎΡΠΎΠ±Π°Ρ Π΄Π° ΡΠΈΡΠ°Π°Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΠΈ Π²ΠΈΠ΄ΠΎΠ²ΠΈ Π½Π° ΡΠ΅ΠΊΡΡΠΎΠ²ΠΈ Π½Π° ΡΡΡΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ, Π΄Π° Π½Π°ΡΡΠ°Ρ ΠΊΠ°ΠΊΠΎ Π΄Π° Π³ΠΎ Π°Π΄Π°ΠΏΡΠΈΡΠ°Π°Ρ ΡΡΠΈΠ»ΠΎΡ Π½Π° ΡΠΈΡΠ°ΡΠ΅ΡΠΎ ΡΠΏΠΎΡΠ΅Π΄ ΡΠ΅Π»ΠΈΡΠ΅ Π½Π° ΡΠΈΡΠ°ΡΠ΅ΡΠΎ, Π΄Π° Π³ΠΈ ΠΏΡΠΈΠΌΠ΅Π½ΡΠ²Π°Π°Ρ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈΡΠ΅ Π·Π° ΡΠΈΡΠ°ΡΠ΅, Π΄Π° Π³ΠΎ Π·Π±ΠΎΠ³Π°ΡΡΠ²Π°Π°Ρ Π·Π½Π°Π΅ΡΠ΅ΡΠΎ Π½Π° Π²ΠΎΠΊΠ°Π±ΡΠ»Π°ΡΠΎΡ ΠΈ ΡΡΡΡΠΊΡΡΡΠΈΡΠ΅ Π½Π° ΡΠ°Π·ΠΈΠΊΠΎΡ, Π΄Π° Π³ΠΎ ΠΏΡΠΎΡΠΈΡΡΠ²Π°Π°Ρ ΡΠ²ΠΎΠ΅ΡΠΎ ΠΎΠΏΡΡΠΎ Π·Π½Π°Π΅ΡΠ΅ ΠΊΠΎΠ΅ ΡΠ΅ ΠΈΠΌ ΠΎΠ²ΠΎΠ·ΠΌΠΎΠΆΠΈ ΠΏΠΎΠ»Π΅ΡΠ½ΠΎ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠΈΡΠ°ΡΠ΅ Π½Π° ΡΠ΅ΠΊΡΡΠΎΠ²ΠΈΡΠ΅ ΠΈΡΠ½. ΠΠΎ, Π·Π° Π΄Π° ΡΠ΅ ΠΏΠΎΡΡΠΈΠ³Π½Π΅ ΡΠ°Π° ΡΠ΅Π», ΡΡΠ΅Π½ΠΈΡΠΈΡΠ΅ ΡΡΠ΅Π±Π° Π΄Π° ΡΠΎΠ²Π»Π°Π΄Π°Π°Ρ Π³ΠΎΠ»Π΅ΠΌ Π±ΡΠΎΡ Π²Π΅ΡΡΠΈΠ½ΠΈ ΠΊΠΎΠΈ ΡΠ΅ ΠΈΠΌ ΠΎΠ²ΠΎΠ·ΠΌΠΎΠΆΠ°Ρ Π΄Π° ΡΠΈΡΠ°Π°Ρ ΡΠ΅ΡΠ½ΠΎ ΠΈ ΡΠΎ ΡΠ°Π·Π±ΠΈΡΠ°ΡΠ΅. ΠΠΎ ΠΎΠ²ΠΎΡ ΡΡΡΠ΄ ΡΠ΅ Π΄Π°Π²Π° ΠΏΡΠ΅Π³Π»Π΅Π΄ Π½Π° ΡΠ°ΠΊΠΎΡΠΈΡΠ΅ ΠΊΠΎΠΈ Π²Π»ΠΈΡΠ°Π°Ρ Π²ΡΠ· ΡΠ°Π·Π±ΠΈΡΠ°ΡΠ΅ΡΠΎ Π½Π° ΡΠ΅ΠΊΡΡΠΎΠ²ΠΈΡΠ΅ ΠΏΡΠΈ ΡΠΈΡΠ°ΡΠ΅. ΠΠΈΠ΄Π΅ΡΡΠΈ Π²Π΅ΡΡΠΈΠ½ΠΈΡΠ΅ Π½Π° ΡΠΈΡΠ°ΡΠ΅ ΡΠ΅ ΡΡΠ΅ΠΊΠ½ΡΠ²Π°Π°Ρ ΠΏΡΠ΅ΠΊΡ ΡΠΈΡΠ°ΡΠ΅, ΡΠ΅ ΠΏΡΠ΅ΠΏΠΎΡΠ°ΡΡΠ²Π° ΡΡΠ΅Π½ΠΈΡΠΈΡΠ΅ Π΄Π° ΠΏΠΎΡΠ½Π°Ρ Π΄Π° ΡΠΈΡΠ°Π°Ρ ΡΡΡΠ΅ ΠΎΠ΄ ΡΠ°ΠΌΠΈΠΎΡ ΠΏΠΎΡΠ΅ΡΠΎΠΊ Π½Π° ΠΈΠ·ΡΡΡΠ²Π°ΡΠ΅ Π½Π° ΡΡΡΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ ΠΈ Π΄Π° ΡΡΠ΅ΠΊΠ½Π°Ρ Π½Π°Π²ΠΈΠΊΠ° Π·Π° ΡΠΈΡΠ°ΡΠ΅ ΠΊΠΎΡΠ° ΡΠ΅ ΠΈΠΌ ΠΎΠ²ΠΎΠ·ΠΌΠΎΠΆΠΈ Π΄Π° ΡΠ° ΠΏΠΎΠ΄ΠΎΠ±ΡΠ°Ρ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ° Π·Π° ΡΠΈΡΠ°ΡΠ΅, ΡΡΠΎ ΠΎΠ΄ Π΄ΡΡΠ³Π° ΡΡΡΠ°Π½Π° ΡΠ΅ ΠΏΡΠΈΠ΄ΠΎΠ½Π΅ΡΠ΅ Π·Π° ΠΏΠΎΠ΄ΠΎΠ±ΡΠΎ ΡΡΠ²ΠΎΡΡΠ²Π°ΡΠ΅ Π½Π° ΡΠ°Π·ΠΈΠΊΠΎΡ
ΠΡΠ²ΡΡ ΠΊΠΎΠ½ ΠΊΠ½ΠΈΠ³Π°ΡΠ° βΠΡΠ°Π³ΠΌΠ°ΡΠΈΠΊΠ°: ΡΠ°Π·ΠΈΠΊ ΠΈ ΠΊΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠ°β
ΠΠ²Π°Π° ΡΡΠ°ΡΠΈΡΠ° ΠΈΠΌΠ° Π·Π° ΡΠ΅Π» Π΄Π° ΡΠ° ΠΏΡΠ΅ΡΡΡΠ°Π²ΠΈ ΠΊΠ½ΠΈΠ³Π°ΡΠ° βΠΡΠ°Π³ΠΌΠ°ΡΠΈΠΊΠ°: ΡΠ°Π·ΠΈΠΊ ΠΈ ΠΊΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠ°β Π½Π° Π°Π²ΡΠΎΡΠΊΠΈΡΠ΅ ΠΠ°ΡΠΈΡΠ° ΠΡΡΠ΅Π²ΡΠΊΠ° ΠΈ ΠΠ»Π΅Π½ΠΈ ΠΡΠΆΠ°ΡΠΎΠ²ΡΠΊΠ°. ΠΠ½ΠΈΠ³Π°ΡΠ° Π΅ Π½Π°ΠΌΠ΅Π½Π΅Ρa Π·Π° ΡΠΈΡΠ΅ ΠΎΠ½ΠΈΠ΅ ΠΊΠΎΠΈ ΠΏΠΎΠΊΠ°ΠΆΡΠ²Π°Π°Ρ ΠΈΠ½ΡΠ΅ΡΠ΅Ρ Π·Π° ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ Π²ΠΎ ΠΎΠ±Π»Π°ΡΡΠ°
Π½Π° ΠΏΡΠ°Π³ΠΌΠ°ΡΠΈΠΊΠ°ΡΠ°, Π½ΠΎ ΠΈ Π·Π° ΡΠΈΡΠ΅ ΠΊΠΎΠΈ ΡΠ΅ Π·Π°Π½ΠΈΠΌΠ°Π²Π°Π°Ρ ΡΠΎ ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ° ΠΎΠ΄ ΠΎΠ±Π»Π°ΡΡΠ° Π½Π° ΡΠ°Π·ΠΈΠΊΠΎΡ ΠΈ ΠΊΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠ°ΡΠ° Π²ΠΎΠΎΠΏΡΡΠΎ. Π‘ΠΎΠ΄ΡΠΆΠΈΠ½Π°ΡΠ° Π½Π° ΠΊΠ½ΠΈΠ³Π°ΡΠ° Π΅ ΠΏΡΠ΅ΡΡΡΠ°Π²Π΅Π½Π° Π½Π° 240
ΡΡΡΠ°Π½ΠΈΡΠΈ ΠΈ Π΅ ΠΏΠΎΠ΄Π΅Π»Π΅Π½Π° Π²ΠΎ ΡΠ»Π΅Π΄Π½ΠΈΠ²Π΅ ΠΏΠΎΠ³Π»Π°Π²ΡΠ°:
ΠΠΎΠ²Π΅Π΄, ΠΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠ°, ΠΠΎΠ½ΡΠ΅ΠΊΡΡ ΠΈ ΠΏΡΠ΅ΡΡΠΏΠΎΠ·ΠΈΡΠΈΡΠ°, Π Π΅ΡΠ΅ΡΠ΅Π½ΡΠΈΡΠ° ΠΈ Π΄Π΅ΠΈΠΊΡΠΈΡ, ΠΡΠΈΠ½ΡΠΈΠΏΠΈ Π½Π° ΠΊΠΎΠΎΠΏΠ΅ΡΠ°ΡΠΈΠ²Π½ΠΎΡΡ ΠΈ ΠΈΠΌΠΏΠ»ΠΈΡΠΈΡΠ½ΠΈ Π·Π½Π°ΡΠ΅ΡΠ°, ΠΡΠΈΠ½ΡΠΈΠΏ Π½Π° ΡΡΡΠΈΠ²ΠΎΡΡ, ΠΠΎΠ²ΠΎΡΠ½ΠΈ ΡΠΈΠ½ΠΎΠ²ΠΈ, ΠΠΈΡΠ΅ΠΊΡΠ½ΠΎΡΡ ΠΈ ΠΈΠ½Π΄ΠΈΡΠ΅ΠΊΡΠ½ΠΎΡΡ, ΠΠΎΠ½Π²Π΅ΡΠ·Π°ΡΠΈΡΠΊΠ° Π°Π½Π°Π»ΠΈΠ·Π°, ΠΠΈΡΠΊΡΡΡΠ½ΠΈ ΠΌΠ°ΡΠΊΠ΅ΡΠΈ, ΠΠ½Π°Π»ΠΈΠ·Π° Π½Π° Π΄ΠΈΡΠΊΡΡΡΠΎΡ, ΠΠ΅ΡΡΠΊΡΠ»ΡΡΡΠ½Π° ΠΈ ΠΈΠ½ΡΠ΅ΡΠΊΡΠ»ΡΡΡΠ½Π° ΠΏΡΠ°Π³ΠΌΠ°ΡΠΈΠΊΠ° ΠΈ ΠΠΎΡΠΈΡΡΠ΅Π½Π° Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΠ°. ΠΠ½Π°ΡΠ΅ΡΠ΅ΡΠΎ Π½Π° ΠΎΠ²Π°Π° ΠΊΠ½ΠΈΠ³Π° Π΅ ΠΎΠ³ΡΠΎΠΌΠ½ΠΎ β Π²ΠΎ Π½Π΅Π° ΡΠ΅ ΠΏΡΠ΅ΡΠΎΡΠ΅Π½ΠΈ ΠΈΡΠΊΡΡΡΠ²Π°ΡΠ° Π½Π° Π°Π²ΡΠΎΡΠΊΠΈΡΠ΅ ΠΎΠ΄ Π½ΠΈΠ²Π½Π°ΡΠ° Π½Π°ΡΡΠ°Π²Π½Π° ΡΠ°Π±ΠΎΡΠ°, Π½ΠΎ ΠΈ Π½ΠΈΠ²Π½ΠΎΡΠΎ ΠΆΠΈΠ²ΠΎΡΠ½ΠΎ ΠΈΡΠΊΡΡΡΠ²ΠΎ ΡΡΠ΅ΠΊΠ½Π°ΡΠΎ ΠΏΡΠ΅ΠΊΡ Π΅Π΄ΡΠΊΠ°ΡΠΈΡΠ°ΡΠ° Π·Π° Π²ΡΠ΅ΠΌΠ΅ Π½Π° Π½ΠΈΠ²Π½ΠΈΠΎΡ ΡΡΡΡΡΠ΅Π½ ΠΏΡΠ΅ΡΡΠΎΡ Π²ΠΎ Π°Π½Π³Π»ΠΈΡΠΊΠΎ ΠΈ Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠΊΠΎ Π³ΠΎΠ²ΠΎΡΠ½ΠΎ ΠΏΠΎΠ΄ΡΠ°ΡΡΠ΅
Common Interference Errors in Macedonian - Speaking German as a foreign language - Students
This paper is a practical reference guide that explains how Macedonian-speaking German language students make errors in their interlanguage by borrowing and using patterns from their mother tongue, a process referred to a
ΠΠ΅Π½ΠΈΡΠΈΠ²Π½ΠΈΠΎΡ ΠΏΠ°Π΄Π΅ΠΆΠ΅Π½ ΠΎΠ΄Π½ΠΎΡ ΠΊΠ°Ρ ΠΈΠΌΠ΅Π½ΠΊΠΈΡΠ΅ Π²ΠΎ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ Π²ΡΠ· ΠΏΡΠΈΠΌΠ΅ΡΠΈ ΠΎΠ΄ Π΅Π»Π΅ΠΊΡΡΠΎΠ½ΡΠΊΠΈΠΎΡ ΠΊΠΎΡΠΏΡΡ COSMAS
Π¦Π΅Π»ΡΠ° Π½Π° ΠΎΠ²ΠΎΡ ΡΡΡΠ΄ Π΅ ΠΎΠ±ΡΠ°ΡΠ½ΡΠ²Π°ΡΠ΅ Π½Π° Π³Π΅Π½ΠΈΡΠΈΠ²Π½ΠΈΠΎΡ ΠΏΠ°Π΄Π΅ΠΆΠ΅Π½ ΠΎΠ΄Π½ΠΎΡ ΠΊΠ°Ρ ΠΈΠΌΠ΅Π½ΠΊΠΈΡΠ΅ Π²ΠΎ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΡΠ΅Π½ ΡΠΈΡΡΠ΅ΠΌ ΠΈ Π½Π΅Π³ΠΎΠ²Π° ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΡΠ° Π²ΠΎ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½Π° ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°. ΠΠ°ΠΊΠΎ ΠΊΠΎΡΠΏΡΡ Π·Π° Π°Π½Π°Π»ΠΈΠ·Π° ΡΠ΅ ΠΊΠΎΡΠΈΡΡΠ°Ρ ΠΏΡΠΈΠΌΠ΅ΡΠΈ ΠΎΠ΄ Π΅Π»Π΅ΠΊΡΡΠΎΠ½ΡΠΊΠΈΠΎΡ ΠΊΠΎΡΠΏΡΡ COSMAS Π½Π° ΠΠ½ΡΡΠΈΡΡΡΠΎΡ Π·Π° Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ Π²ΠΎ ΠΠ°Π½Ρ
Π°ΡΠΌ, Π‘Π ΠΠ΅ΡΠΌΠ°Π½ΠΈΡΠ°. Π‘Π΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π°Ρ ΠΏΡΠΈΠΌΠ΅ΡΠΈ ΠΊΠΎΠΈ Π³ΠΎ ΠΎΠ±ΡΠ°Π±ΠΎΡΡΠ²Π°Π°Ρ ΠΎΠ²ΠΎΡ ΡΠ°Π·ΠΈΡΠ΅Π½ ΡΠ΅Π½ΠΎΠΌΠ΅Π½ ΠΈ ΠΈΡΡΠΈΡΠ΅ ΡΠ΅ ΠΏΠΎΡΠΊΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠΎ ΡΠ΅ΡΠ΅Π½ΠΈΡΠ½ΠΈ ΠΏΠΎΡΠ²ΡΠ΄ΠΈ ΠΏΡΠ΅Π·Π΅ΠΌΠ΅Π½ΠΈ ΠΎΠ΄ Π΄Π½Π΅Π²Π½ΠΈΡΠ΅ Π²Π΅ΡΠ½ΠΈΡΠΈ: Der Tagesspiegel (2000 β 2022), ThΓΌringische Landeszei-tung (2000 β 2012 ΠΈ 2017 β 2022), Freie Presse (2011 β 2022), BersenbrΓΌcker Kreisblatt (2012 β 2019) ΠΈ GieΓener Anzeiger (2004 β 2022).ΠΠΎ ΡΡΡΠ΄ΠΎΡ ΠΏΠΎΡΠ΅Π±Π½ΠΎ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΅ ΠΏΠΎΡΠ²Π΅ΡΡΠ²Π° Π½Π° ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΡΠ°ΡΠ° Π½Π° Π³Π΅Π½ΠΈΡΠΈΠ²Π½ΠΈΠΎΡ ΠΏΠ°Π΄Π΅ΠΆΠ΅Π½ ΠΎΠ΄Π½ΠΎΡ Π½Π° ΠΈΠΌΠ΅Π½ΠΊΠ°ΡΠ° Π²ΠΎ ΠΏΠΎΠ²ΡΠ·Π°Π½ΠΎΡΡ ΡΠΎ ΡΠΈΡΡΠ»ΠΈΡΠ΅, ΡΡΠ½ΠΊΡΠΈΠΈΡΠ΅, ΠΏΡΠΎΡΠ΅ΡΠΈΠΈΡΠ΅, ΡΠΏΠ΅ΡΠΈΡΠ°Π»Π½ΠΎΡΡΠΈΡΠ΅ ΠΏΡΠ΅ΠΊΡ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡΠ½ΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ΄ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π½ΠΈΠΎΡ ΠΊΠΎΡΠΏΡΡ. ΠΠ»ΡΡΠ½ΠΈ Π·Π±ΠΎΡΠΎΠ²ΠΈ:Π³Π΅Π½ΠΈΡΠΈΠ², ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΡΠ°, ΡΡΠ°Π½Π΄Π°ΡΠ΄ΠΈ, ΠΈΡΠΊΠ»ΡΡΠΎΡ
ΠΠ΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈ Π²ΠΎ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΈΠΎΡ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ ΠΏΡΠ΅ΠΊΡ ΠΏΡΠΈΠΌΠ΅ΡΠΈ ΠΎΠ΄ Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½ΠΈΠΎΡ ΡΠ΅ΡΠ½ΠΈΠΊ OWID
ΠΠΎΠΊΠ°Π±ΡΠ»Π°ΡΠΎΡ Π½Π° Π΅Π΄Π΅Π½ ΡΠ°Π·ΠΈΠΊ Π΅ ΡΠ΅Π»Π°ΡΠΈΠ²Π½ΠΎ ΠΎΡΠ²ΠΎΡΠ΅Π½ ΡΠΈΡΡΠ΅ΠΌ, ΠΊΠΎΡ Π΅ ΠΏΠΎΠ΄Π»ΠΎΠΆΠ΅Π½
ΡΠ΅ΠΊΠΎΠ³Π°Ρ Π½Π° ΠΏΡΠΎΠΌΠ΅Π½ΠΈ Π²ΠΎ ΠΎΠ΄Π½ΠΎΡ Π½Π° ΠΊΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΈΡΠ΅ ΠΈ Π½Π° ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΈΡΠ΅ Π±Π°ΡΠ°ΡΠ° ΠΈ ΠΏΠΎΡΡΠ΅Π±ΠΈ
Π½Π° ΡΠ°Π·ΠΈΡΠ½Π°ΡΠ° Π·Π°Π΅Π΄Π½ΠΈΡΠ°. ΠΠΎΡΡΠΎΡΠ°Π½ΠΎ ΡΠ΅ ΡΠ°Π²ΡΠ²Π°Π°Ρ Π½ΠΎΠ²ΠΈ Π·Π±ΠΎΡΠΎΠ²ΠΈ Π²ΠΎ ΡΠ°Π·ΠΈΡΠ½ΠΈΠΎΡ ΡΠΈΡΡΠ΅ΠΌ ΠΈ ΠΏΠΎΡΡΠΎΡΠ°Π½ΠΎ ΠΏΠΎΡΡΠΎΠΈ ΠΈΡΡΠ΅Π·Π½ΡΠ²Π°ΡΠ΅ Π½Π° Π·Π°ΡΡΠ°ΡΠ΅Π½ΠΈΡΠ΅ Π·Π±ΠΎΡΠΎΠ²ΠΈ. ΠΠΎΠΊΠΎΠ»ΠΊΡ ΡΠ΅ ΡΠΏΠΎΡΠ΅Π΄Π°Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΠΈΡΠ΅
Π½ΠΈΠ²ΠΎΠ° Π½Π° ΡΠ°Π·ΠΈΡΠ½ΠΈΠΎΡ ΡΠΈΡΡΠ΅ΠΌ (ΡΠΎΠ½Π΅ΡΠΈΠΊΠ°, ΠΌΠΎΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ°, Π»Π΅ΠΊΡΠΈΠΊΠ°, ΡΠΈΠ½ΡΠ°ΠΊΡΠ°, Π²Π°ΡΠΈΡΠ°ΡΠΈΠΈΡΠ΅ Π½Π° ΡΠ°Π·ΠΈΡΠ½ΠΈΠΎΡ ΡΠΈΡΡΠ΅ΠΌ), ΡΠΎΠ³Π°Ρ ΡΠ΅ ΡΠΎΠ³Π»Π΅Π΄ΡΠ²Π° Π΄Π΅ΠΊΠ° Π»Π΅ΠΊΡΠΈΠΊΠΎΠ½ΠΎΡ Π΅ ΠΎΠ±Π»Π°ΡΡ ΠΊΠΎΡΠ° Π΅ Π½Π°ΡΠ»Π΅ΡΠ½ΠΎ ΠΏΠΎΠ΄Π»ΠΎΠΆΠ½Π°
Π½Π° ΠΏΡΠΎΠΌΠ΅Π½ΠΈ. ΠΠ°ΡΠΎΠ°, ΠΏΡΠΎΠΌΠ΅Π½Π°ΡΠ° Π½Π° ΡΠ°Π·ΠΈΠΊΠΎΡ Π΅ ΠΎΡΠΈΠ³Π»Π΅Π΄Π½Π° ΡΠ΅ΠΊΠΎΠ³Π°Ρ ΠΏΡΠ²ΠΎ Π½Π° Π»Π΅ΠΊΡΠΈΡΠΊΠΎ Π½ΠΈΠ²ΠΎ Π½Π° Π²ΠΎΠΊΠ°Π±ΡΠ»Π°ΡΠΎΡ. Π’Π°ΠΊΠ° ΡΠ΅ ΡΠΎΠ·Π΄Π°Π²Π°Π°Ρ Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈ, ΠΎΠ΄ Π΅Π΄Π½Π° ΡΡΡΠ°Π½Π°, Π° ΠΎΠ΄ Π΄ΡΡΠ³Π° ΡΡΡΠ°Π½Π° ΠΏΠ°ΠΊ, Π½Π΅ΠΊΠΎΠΈ
Π»Π΅ΠΊΡΠΈΡΠΊΠΈ Π΅Π΄ΠΈΠ½ΠΈΡΠΈ Π·Π°ΡΡΠ°ΡΡΠ²Π°Π°Ρ ΠΈ ΠΈΠ·Π»Π΅Π³ΡΠ²Π°Π°Ρ ΠΎΠ΄ ΡΠΏΠΎΡΡΠ΅Π±Π° ΠΈ ΠΏΡΠ΅ΠΌΠΈΠ½ΡΠ²Π°Π°Ρ Π²ΠΎ Π°ΡΡ
Π°ΠΈΠ·ΠΌΠΈ. ΠΠ°
Π·Π±ΠΎΡΠΎΠ²ΠΈΡΠ΅ ΡΡΠΎ Π½Π΅Π΄ΠΎΡΡΠ°ΡΡΠ²Π°Π°Ρ ΠΈ ΠΈΠ·ΡΠΌΠΈΡΠ°Π°Ρ Π²ΠΎ ΡΠ°Π·ΠΈΡΠ½ΠΈΠΎΡ ΡΠΈΡΡΠ΅ΠΌ ΡΠ΅ΡΠΊΠΎ ΡΠ΅ Π·Π±ΠΎΡΡΠ²Π°, Π±ΠΈΠ΄Π΅ΡΡΠΈ ΠΏΠΎΠ²Π΅ΡΠ΅ Π½Π΅ ΡΠ΅ Π²ΠΎ ΡΠ΅ΠΊΠΎΡΠ΄Π½Π΅Π²Π½Π°ΡΠ° ΠΊΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠ° ΠΈ ΡΠΏΠΎΡΡΠ΅Π±Π°. ΠΠΎ ΠΎΠ²ΠΎΡ ΡΡΡΠ΄ ΡΠ΅ Π·Π°Π΄ΡΠΆΡΠ²Π°ΠΌΠ΅ Π½Π° Π½ΠΎΠ²ΠΈΡΠ΅ Π·Π±ΠΎΡΠΎΠ²ΠΈ Π²ΠΎ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΎΠ½ ΠΈ Π½ΠΈΠ²Π½ΠΈΡΠ΅ ΠΎΠ±ΡΠ°Π·ΡΠ²Π°ΡΠ° Π½Π° ΡΠ»ΠΎΠΆΠ΅Π½ΠΈ ΡΠ°Π·ΠΈΡΠ½ΠΈ Π΅Π»Π΅ΠΌΠ΅Π½ΡΠΈ (ΡΠ»ΠΎΠΆΠ΅Π½ΠΊΠΈ). ΠΠΎ ΡΡΡΠ΄ΠΎΡ ΠΏΠΎΡΠ΅Π±Π΅Π½ Π°ΠΊΡΠ΅Π½Ρ ΡΠ΅ ΡΡΠ°Π²Π° Π½Π° ΡΠ»ΠΎΠΆΠ΅Π½ΠΊΠΈΡΠ΅ ΠΎΠ±ΡΠ°Π·ΡΠ²Π°Π½ΠΈ ΡΠΎ Π»Π΅ΠΊΡΠ΅ΠΌΠ°ΡΠ° Krypto, ΠΊΠ°ΠΊΠΎ ΠΈ Π½Π° Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈΡΠ΅ ΠΏΡΠ΅Π·Π΅ΠΌΠ΅Π½ΠΈ ΠΎΠ΄ Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½ΠΈΠΎΡ ΡΠ΅ΡΠ½ΠΈΠΊ Π½Π° Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ β OWID.
ΠΠ»ΡΡΠ½ΠΈ Π·Π±ΠΎΡΠΎΠ²ΠΈ: Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈ, ΠΏΠΎΡΠ΅ΠΊΠ»ΠΎ, ΡΠΏΠΎΡΡΠ΅Π±Π°, ΠΊΠΎΠ»ΠΎΠΊΠ°ΡΠΈΠΈ, Π·Π½Π°ΡΠ΅ΡΠ΅
The predicative use of adjectives in the German language: insights from the newspaper βWestdeutsche Zeitungβ for language learners in educational settings
This paper provides an in-depth analysis of the syntactic function and usage of adjectives in the German language with a focus on their predicative use. For the prupose of the study, we utilized a corpus of adjectives from the newspaper 'Westdeutsche Zeitung' from 2009 to 2021. The procedure involved the analysis of sentence examples from the electronic corpus of the archive of the written German language at the German Language Institute in Mannheim (IdS). Building upon the theoretical approaches of Helbig & Busha (1991) and Hentschel & Weydt (2013), this article presents our own analysis and approaches of the syntactic function of adjectives in the German language. The purpose of this paper is to examine the role of adjectives in the German language as a corpus-based study for language learners in higher educational settings. The results of the study give some new insights and information for both teachers and students about the use of adjectives while learning German language.
Keywords: adjectives, syntactic function, predicative use, exceptions
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