(see also Publication List)
This is a specialist dictionary which provides comprehensive coverage of the terminology of university administration. The dictionary is based on two specialist corpora.
I have published a number of articles and a book-length study on multi-word discourse markers (Discourse Markers across Languages, Routledge 2005). My interest in these vital linking devices continues.
The chief aim of this project is to provide a sound theoretical basis for the production of unabridged electronic bilingual onomasiological learners’ dictionaries for German, English, French and, possibly, Spanish. The project draws on two main strands of empirical research: firstly, theoretical and corpus-based investigations designed to identify the most common collocations in the languages under survey. These investigations go beyond earlier research into vocabulary control, which focussed on individual words (West, Palmer, Thorndike). The second strand of research, which involves experiments with sixth-form and university students, is concerned with creating an optimal learning environment; it will try to answer questions such as the following:
A pilot study which has been inspired by the DESI study, and which is designed to ascertain the real linguistic competence of French teachers at German grammar schools and tenth grade learners of French. The pilot study will initially be restricted to receptive lexical competence and listening comprehension competence, but the main study will also take account of productive lexical competence as well as writing and speaking skills. We have provisionally restricted the scope of our study because listening comprehension competence, which is closely linked to receptive lexical competence, is an essential prerequisite for self-learners who wish to gain access to the target language culture.
The vocabulary test is based on Hausmann’s chrestolexicographical studies and on test-theoretical considerations inspired by these publications (Hausmann 2002, 2005; Siepmann/Holterhof 2007). The problem is that there are only a few core curricula which still provide precise information about the minimum number of lexical units that have to be learned. According to the core curriculum for Lower Saxony, grade ten learners are supposed to have mastered a vocabulary which is sufficiently sophisticated to enable them to communicate effectively in general and individual situations. In accordance with the Bavarian curriculum we assume that students will have acquired a receptive vocabulary of 2,400 words by the time they have completed the tenth grade (i.e. after learning the target language for five or six years), but we have our doubts about the sophistication of the vocabulary items mastered by the learners. When various kinds of authentic texts are presented in auditory form, students are supposed to be able to understand them as a whole or in detail.
According to the master’s examination regulations of various German universities, graduate language teachers are generally expected to have attained level C1 or C2 of the CEFR. Since learners who have attained Level B2 are supposed to know over 15,000 individual words and expressions (Beacco et al. 2004), and since those who have attained level C1 are supposedly capable of understanding the details of oral texts dealing with abstract or complex subjects outside their area of specialization, we have no misgivings about equating the C1 level vocabulary with the 20,000 items included in Hausmann’s extended vocabulary. It is this vocabulary which constitutes the basis for the test we have devised for French teachers.
The aim of the project is threefold:
For further information, go to http://phraseotext.u-grenoble3.fr/emolex/spip.php?article1&lang=fr
For further information, go to https://phraseorom.univ-grenoble-alpes.fr/en
A Grammar of Spoken and Written French offers a new and authentic approach to French grammar. Based on a representative collection of texts (usually called a ‘corpus’) it covers the full breadth and depth of present-day French. This means that it never considers grammatical phenomena in isolation, but rather takes full account of the ways in which they combine with lexical items and are used in real text. Special attention is paid to the questions of which forms speakers use with particular frequency and how these forms are distributed across the spoken and the written language or across a variety of genres.
A Grammar of Spoken and Written French is a stand-alone grammar for learning, reference and practice and is intended for students whose command of the language has reached level B1 of the Common European Framework. It takes the tried and tested model of a grammar that provides examples and rules and supplements it with a lexical component. For most grammar patterns, it starts by covering the set(s) of lexical items found in each pattern, sometimes grouping items by topic; this is usually followed by examples illustrating the interplay of vocabulary and grammar; finally, where appropriate, a rule is formulated that follows logically from the examples given. The following is an example taken from Volume Five (prepositions):
en + condition
être, rester (depending on construction, also: mettre, placer) en
+ colère, rogne, admiration, curiosité, …
+ fièvre, floraison, …
+ voyage, balade, tournée, …
+ cure, thérapie, …
+ accord, adéquation, désaccord, interconnexion, …
+ combat, révolte, …
Je suis en admiration devant votre explication.
I admire your explanation.
… tu as intérêt à surveiller qu'ils se couchent tôt! Il faut être en condition physique.
Make sure they go to bed early. They have to be in shape.
Le patient va rester en observation.
The patient will remain under observation.
En + NP is used with nouns expressing an emotion (en colère, en curiosité), a natural state (en fièvre, en floraison), an increase or decrease (en hausse, en perte, en progression), a journey (en voyage, en balade, en tournée), a medical treatment (en cure, en thérapie), agreement or disagreement (en accord, en adéquation, en désaccord, en interconnexion) or conflict (en combat, en révolte).
All the French examples come from the corpus, a practice which breaks with the tradition of all previous French grammars for learners which contrive examples for the purpose of teaching the language rather than using carefully selected specimens of contemporary usage. For ease of comprehension, most examples have been translated into English. In addition, translation is regularly used to compare English and French patterns with a view to highlighting interlingual difference and preventing interference – an extra benefit of translation being that users of this grammar will acquire a great deal of new vocabulary en passant. Although designed as a learner’s grammar, A Grammar of Spoken and Written French also breaks some new ground in the linguistic description of French.
There can be no grammar without a norm. Without norms, individual variation in language use would increase to such an extent that mutual comprehension would be impaired or rendered impossible. A Grammar of Spoken and Written French relies on an empirical norm which encompasses the selections attested in a representative corpus over a considerable length of time. It thus departs somewhat from the traditional French view that only the best authors can serve as normative models. As Meißner (2006: 248-249) has argued, in an attempt to answer the question ‘quel français enseigner?’ (‘what kind of French should we teach?’), television has long provided the uncontested statistical norm for spoken French by bringing numerous idiolects and linguistic varieties to the eyes and ears of a mass audience, while at the same time presenting them in such a way that they can be understood by the vast majority of viewers and listeners. With regard to the written language, the corpus used draws on fiction, newspapers and magazines, academic and popular scientific works as well as miscellaneous texts in everyday use. The establishment of this new norm has entailed numerous revisions of earlier work; thus, to take just one small example, the use of espérer with the subjunctive is portrayed as norm-conforming since it occurs in around half of all cases.
This dictionary will be modelled on the German-English Dictionary of Academic Usage (Wörterbuch der allgemeinen Wissenschaftssprache) which has already been published.
This is an alphabetical dictionary that will complement the thematic German-English Dictionary of Academic Usage (Wörterbuch der allgemeinen Wissenschaftssprache) which has already been published.
Sprache(n) verstehen, lehren und lernen, verbessern. Eine kurze Einführung am Beispiel der Schulfremdsprachen Englisch, Französisch, Spanisch, Italienisch und Russisch.