Zur Phraseologie
Zur Geschichte der Phraseologieforschung
Phraseology has been studied as a scientific sub-discipline since the 19th century, particularly in Soviet linguistics In the latter half of the 19th century, the status of phraseologisms within word formation was established, with scholars such as A.A Potebnja, F.F Fortunatov, and CH Bally exploring the foundations for a theory of phraseology Bally classified phraseologisms into two types: fixed word groups without idiomaticity and fixed word groups with idiomaticity The work of V Vinogradov in 1946 solidified phraseology as an independent sub-discipline in Soviet linguistics.
The first comprehensive representation of German phraseology was presented by I.I Cernyseva in 1970 In her classification of four types of "fixed word complexes," Cernyseva includes only the first type in what she defines as "true" phraseology, known as "phraseological units."
According to a study by SABITOVA in 1976, phraseology in Russian linguistics is an independent linguistic discipline, unlike its status in German linguistics It encompasses all types of stable, internally determined combinations of word complexes that exist in the language and function in the speech of language users.
W Fleischer 1997, 9) Laut dieser Untersuchung erfasst Phraseologie sowohl die
Phrasemes, defined as fixed word combinations with the grammatical structure of a phrase, and phrases, characterized by the structure of a sentence, are examined through various aspects: (1) accentuation and intonation, (2) formation of phraseologisms, (3) semantics of phraseologisms, (4) morphology or paradigms, (5) syntax or syntagms, (6) phraseological stylistics, (7) etymology of phraseologisms, and (8) phraseography (cf W Fleischer, 1997, 9f) However, PILZ (1978) confirmed that "phraseology—outside of Russian-language research—has not yet been established and recognized as a linguistic discipline" (cf Fleischer, 1997, 11), which contributes to the confusing variety of its terminology.
In early German studies, fixed expressions, proverbs, and proverbial phrases were key research subjects WANDER (1867) aimed to clarify the distinction between proverbs and phrases, indicating that proverbs primarily reflect customs and are analyzed in terms of form and essence, while phrases focus on vocabulary elements This distinction highlights the different linguistic functions and cultural significance of these expressions, as noted by various authors, including W Friederich.
In the study of German linguistics, there exists a significant relationship between proverbs and phraseological expressions, as noted by L Rửhrich and H Gửrner A particular type of fixed expression that has garnered attention is known as "geflügelte Worte," or "winged words." G Büchmann defines a geflügeltes Wort as a saying, expression, or name widely cited in the homeland, regardless of its language, with a traceable historical or literary origin Additionally, there is an interplay between geflügelte Worte and phraseologisms, exemplified by expressions like "der rote Faden."
Goethe), dunkler Punkt (nach Napoleon III) entstanden Phraseologismen
The issue of phraseology in the German language was first addressed in R Klappenbach's 1961 work, "Feste Verbindung in der deutschen Gegenwartsprache," which is recognized as a significant contribution to the field (see Fleischer).
In 1997, R Klappenbach focused on the study of phraseology and the classification of phraseologisms E Agricola (1962) also explored phraseologisms in relation to dictionary work, emphasizing a classification based on semantic criteria Additionally, H Wissman (1961) authored "The Lexeme of Word Groups and Its Lexicographic Representation," highlighting the significance of syntactic parallelism between phraseologisms and free word combinations.
The first comprehensive presentation of German phraseology was conducted by I.I Cernyseva in 1970 She distinguishes between "phraseological units" and "fixed word complexes of a non-phraseological type." Phraseological units include "phraseological expressions" and "phraseological connections," while non-phraseological fixed word complexes refer to non-idiomatic combinations of words.
„lexikalische Einheiten“ (Eigenname wie Schwarzes Meer) und „phraseologistierte
Bildungen“ (einer Prüfung unterziehen) und „modellierte Bildungen“ (zur
Zum Phraseologismus
Was ist ein Phraseologismus?
Phraseology has recently emerged as an independent linguistic discipline focused on the study of phraseologisms HÄCKI BUHOFER (1980) explored the role of phraseologisms in language acquisition and found that they significantly impact the learning process.
There is currently no widely accepted teaching approach regarding phraseologisms, and the limited availability of spontaneous spoken language material makes it difficult to assess the development of phraseological competence (See Wimmer/Berens 1997: p 210).
The study explores the understanding of phraseologisms in children based on their developmental age within the context of psychological research It identifies phraseologisms as figurative language that cannot be interpreted literally, possessing dual meanings and thus being ambiguous and double-edged.
On the other hand, Schippan viewed phraseologisms as a component of lexicology He defines phraseologisms, idioms, fixed or set word combinations, and formulaic expressions as lexemes composed of multiple words that possess varying degrees of stability and convey a shared meaning (Schippan 1975, p 122).
Phraseologisms are defined as lexemes that represent semantic units According to Fleischer (1997, p 29), a phraseologism is a word combination that contains at least one autonomous word and is not solely composed of function or auxiliary words For instance, correlative conjunctions like "soon" or the fixed connection of a linking element to a verb, such as "waiting for someone," do not qualify as phraseologisms Fleischer's research indicates that the components of a phraseologism are considered words that, despite having some semantic, lexical, and formal-flexive differences from their external usage, fundamentally retain their word character.
According to Burger (2010), phraseologisms are expressions that share two key characteristics: they consist of more than one word, and the words are not randomly assembled but are recognized combinations that German speakers know in this specific arrangement, similar to how individual German words are understood.
The three authors agree that a phraseologism is a fixed word combination consisting of more than one word Schippan and Burger emphasize the importance of this fixed nature, with Burger defining phraseologisms as combinations familiar to German speakers that must remain stable Schippan highlights that all components of a phraseologism collectively convey meaning Additionally, Fleischer notes that these components retain their word character despite semantic and lexical differences Therefore, phraseologisms are lexemes made up of multiple words that, despite some semantic, lexical, and formal-flexive variations, fundamentally preserve their word character They exhibit varying degrees of stability and together convey a shared meaning.
Die ọquivalenten Ausdrỹcke des Phraseologismus sind feste Wortbildung und phraseologische Wortverbindung Neben der gemeinsamen Eigenschaften weisen die Ausdrücke eine Menge der Unterschieden auf (Vgl H Burger 2010, S.12f):
- Sie sind unterschiedlich land, nọmlich das kỹrzeste (Guten Appetit) hat nur zwei Wửrter, das lọngste (Was du heute kannst besorgen, das verschiebe nicht auf morgen) hat sogar zehn Wửrter
They serve various syntactic functions, acting as noun phrases (e.g., "the Red Cross"), adverbials (e.g., "back and forth"), accusative objects, directional adverbials (e.g., "pouring into the fire"), or solely as accusative objects.
Some elements can flexibly change in terms of morphosyntax depending on the context, meaning that the verb can be conjugated (he is pulling his hair out, they were pulling their hair out) or the nominal expression can be presented in different cases (the Red Cross/in the Red Cross).
Some expressions can be understood through the literal meaning of their individual words, known as literal meaning However, with the phraseological expression "to throw someone into the fire," it is crucial to discern whether one refers to the literal meaning (someone actually throwing oil into real fire) or the figurative meaning (intending to escalate a conflict) This illustrates that a phraseological expression can have both a literal and a figurative meaning In some cases, these two meanings can be identical, as seen in the expression "to brush one's teeth."
- Mit den meisten Ausdrỹcken bezeichnet man Personen, Gegenstọnde, Sachverhalte, Trotzdem gibt es Ausnahmen, die bestimmte soziale Funktion hat (Guten Appetit) oder die Funktion eines Eigennamens einer Institution (das Rote
Lexical components, referred to as components, are not always lexically fixed The verbal phrase "to have a fool for someone" includes a mandatory accusative object (fool), a freely fillable prepositional phrase (for someone), and a freely selectable subject (someone).
Certain expressions exhibit a distinct pattern in their structure For instance, the phrase "Don't put off until tomorrow what you can do today" is composed of two parts and is linked through rhyme Similarly, expressions like "back and forth" and "give and take" also demonstrate a paired structure.
- Einige Ausdrücke sind von einer bestimmten Quelle enstanden Aus Shakespeares
„Hamlet“ stammt der Ausdruck Sein oder Nichtsein, das ist hier die Frage
Trotzdem soll es bei einigen Ausdrücken nicht in Frage kommen, woher der Ausdruck kommt, denn es sind vielleicht in der Entwicklung der Sprache oder im Alltag erschienen.
Merkmale der Phraseologismen
Nach Schippan (1992) kửnnen Phraseologismen als nominative Einheiten sowohl Gegenstọnde (schwarzer Tee) als auch Handlungen (sein Schọfchen ins Trockene bringen), Sachverhalte und Situationen benennen (unter allen Umstọnden)
Als Merkmale der Phraseologismen hat Schippan (1992, S.125) vier wichtigste Eigenschaften erfasst, nọmlich Lexikalitọt, Idiomatizitọt, Stabilitọt und
Phraseologisms create a new semantic unit where their constituents can partially or completely lose their independence For example, the word "black" refers to a specific color (black eyes) but can also mean 'dark' (black bread) or 'dirty' (black fingers) However, in the phrase "to see black," the term "black" conveys the meaning of 'being pessimistic.' This interpretation is phraseologically bound and does not relate to the individual meanings of the words "black" and "see."
Polylexicality refers to the characteristic of phraseologisms that encompasses multiple words For instance, phrases like "buying a cat in a sack," "starting a quarrel," and "painting the devil on the wall" clearly illustrate that they consist of several lexical components According to Burger (2010) and Fleischer (1997), phraseologisms are defined as having a minimum of two words.
Phraseologisms are idiomatized expressions, where the meaning of the phrase as a whole is not derived from its individual components When all elements of a word combination are semantically transformed, they become idiomatic expressions The greater the difference between the phraseological meaning and the literal meaning, the more idiomatic the phraseologism is considered There are three types of idiomatization: fully idiomatized, partially idiomatized, and non-idiomatized.
+ Voll-idiomatisiert: Bei „das schwarze Schaf“ ist die Bedeutung ’unangepasst, aus dem Rahmen fallend’ vửllig unabhọngig von den freien Bedeutungen der Wửrter schwarz und Sschaf
The phrase "dumm aus der Wäsche gucken" literally describes a way of looking that can be perceived as foolish In this context, both "dumm" (foolish) and "gucken" (to look) retain their original meanings Therefore, such expressions can be categorized as partially idiomatized phraseologisms.
+ Nicht-idiomatisiert: Falls die Bedeutung gleich ist Die einzelnen Komponenten sind nicht oder minimal semantisch transformiert, geht es um nicht-idiomatische Phraseologismen, wie z.B „sich Mühe geben“
Phraselogismen sind relativ stabile sprachlich Ganzheiten (Stabilitọt) Ihre Mửglichkeit der Abwandlung ist nur begrenzt
H Burger (2010) nimmt für dieses Merkmal den Begriff Festigkeit Um die Festigkeit der Phraseologismen zu verdeutlichen, berỹhrt er die Gebrọulichkeit, die psycholinguistische Festigkeit, strukturelle Festigkeit und pragmatische Festigkeit Das heiòt, wenn jemand einen Phraseologismus hửrt oder liest, versteht er ihn, so wie man ein Wort kennt/versteht und der Phraseologismus ist wie ein Wort „gebrọuchlich“ Der Phraseologismus ist mental als Einheit
„gespeichert“ ọhnlich wie ein Wort Er kann abgerufen und produziert werden (psycholinguistische Festigkeit) In tọglichen Beobachtung sind viele relevante
Beispiele zu sehen, dass ein Phraseologismus psycholinguistische Einheit sein muss „Da drỹcken wie Ihnen alles Gute“ (1) oder „ins Grab beiòen“ (sterben)
Two typical patterns are present in the article The first pattern involves two phraseologisms: "
„die strukturelle, insbesondere die lexikalische Art von Festigkeit in Bezug auf weite Bereiche der Phraseologie sehr stark zu relativieren (Vgl H Burger, 2010,
To illustrate structural strength, the phraseological expression "to bring someone to beggary" serves as an example, featuring an obligatory subject and an obligatory accusative object, both of which are considered external valences of the phrase Additionally, many phraseological expressions exist with similar variants, such as "up to the neck" or "over the neck." This structural strength is closely linked to the field of pragmatics, as phraseological expressions should pertain to specific communication situations, exemplified by phrases like "good."
Morgen/Tag/Abend oder nicht wahr?, siehst du?
Mit der Reproduzierbarkeit meint man, dass Phraseologismen relativ feste
Bestandteile des Sprachsystems sind D.h sie werden im Sprachsystem nicht neu gebildet, sondern als komplexe lexikalische Einheiten reproduziert.(Vgl Schippan 1992, S.48)
According to Schippan (1972), most stable phraseologisms in the German language have a historical aspect The development of these phraseologisms can only be understood through knowledge of language history Proverbial expressions, such as "to put something on the back burner" and "in its entirety," play a significant role in this context.
Phraseologisms can occupy the position of a word within a syntactic structure, meaning that each phraseologism can be replaced by a single word They are considered word equivalents, such as in the example "They."
Einteilung der Phraseologismen
Schippan (1975, S.126ff) hat zunọchst zwischen phraseologische Ganzheiten und festen Verbindungen unterschieden
Phraseologische Ganzheiten kommen in unterschiedlich Formen vor Groòe Gruppe dieser phraseologischen Ganzheiten werden Wortgruppen und Wortpaare genannt, darauf basiert die Klassifikation der Phraseologismen hauptsọchlich
Wortgruppen mit verbalem Kern: Die Wortgruppe enthọlt ein Verb D.h das
The verb in a phraseologism serves as the main verb of the sentence For example, in the expression "to lay a house in ruins," one might say, "He laid a house in ruins." Similarly, the phrase "to cast one's eyes down" can be illustrated as, "He casts his eyes down." These examples highlight the significance of verbs in conveying idiomatic expressions effectively.
Verben mit Vergleichsangabe Wie z.B „wie Pilze aus der Erde schieòen“; „in die Luft gehen wie eine Rakete“;
Wortgruppen ohne verbalen Kern: du meine Güte; du lieber Himmel; zum
+ Wortgruppen = Adjektiv + Substantiv: dicke Luft; ein faules Eis; ein trojanisches Pferd; + Wortgruppen = Substantiv + Prọposition + Substantiv: Schloò im Mond; drei Morgen, Wind hinter dem Haus;
+ Wortgruppen = Prọposition + Substantiv/ Adjektiv/ Adverb: durch die Bank; in Person; nicht von gestern;
+ Adjektive werden verbunden: kurz und gut; dick und dünn; fix und fertig;
+ Substantive werden verbunden: mit Maus und Mann; mit Kind und Kegel; Stein und Bein; unter Dach und Fach; auf Treu und Glauben; Mehrzahl der Art dieser
+ Prọpositionen oder Adverbien werden verbunden: ỹber und ỹber; durch und durch; hin und her; darauf und daran;
According to Schippan (1975, p 128), another type of phraseologisms consists of fixed expressions that function as phraseological units, where one component is taken literally and carries direct meaning, while others are more idiomatic These fixed expressions can be categorized into fixed verbal combinations and fixed nominal combinations.
Feste Verbalverbindungen werden unter verschiedenen Namen beschrieben, z.B „Streckformen“ oder „nominale Umschreibungen“ (Vgl Schmidt, W., S 79ff) Feste Verbalverbindungen kommen in einige Formen vor:
+ Das Substantiv verliert seine Artikel oder Pluralform: Bescheid geben; Folge leisten; Verbreitung finden
+ Das Substantiv nutzt seine grammatischen Kategorien aus: eine Bewegung machen; einen Bericht geben
+ Das Verbalsubstantiv ist Subjekt zum Verb: der Blick geht über etwas hinweg + Das Substantiv ist prọdikativer Genitiv: der Meinung sein
+ Das Substantiv ist durch eine Prọposition mit dem Funktionverb verbunden: ins Laufen kommen; im Kommenn sein; beim Aufrọumen sein; zum Kochen bringen
+ Feste Verbindung wird auch in passivischer Bedeutung benutzt: Hilfe finden; Schutz finden
In anderen Fọllen wird ein Teil der festen Verbindungen durch ein Verb ersetzt:
Antwort geben – antworten; Hoffnung hegen – hoffen
Laut der Untersuchung von Schippan sind feste Verbindungen im Deutsch der Gegenwart das einzige produktive Mittel, um das Bewirken eines Geschehens zu beschreiben (zum Weinen bringen)
Feste Nominalverbindungen erscheinen seltener als die festen Verbalverbindungen In diesen Lexemen hat eine Komponente direkte Bedeutung, die zweite Komponente wird übertragen
+ Feste Nominalverbindungen als Gattungsnamen: rote Rüben; schwarzer Tee; saure Gurken
+ Das Adjektiv ist fest an das Substantiv gebunden und ist unaustauschbar: treu wie
Gold; von Ruf; kalt wie Marmor
2.3.2 Klassifikation der Phraseologismen nach BURGER
Harald Burger hat Phraseologismen nach folgenden verschiedenen Kriterien klassifiziert: 5 a Basisklassifikation
Das Kriterium der Zeichenfunktion wurde für eine Gliederung des Gesamtbereichs der Phraseologie verwendet, die die Phraseologismen in der Kommunikation haben
Referentielle Phraseologismen: sie bezeichnen Objekte, Vorgọnge oder Sachverhalte der Wirklichkeit
Nominative/ satzgliedwertige Phr – sie bezeichnen Objekte und Vorgọnge –
Propositionale/ satzwertige Phr – sie sagen ỹber Objekte und Vorgọnge aus - die Bọume wachsen nicht in den Himmel
Below the nominal phraseologisms, there exists a semantic subdivision based on the degree of idiomaticity The term "idiom" refers to fully idiomatic word combinations, while "partial idioms" describes semi-idiomatic phraseologisms For non-idiomatic or weakly idiomatic phraseologisms, the term "collocation" is used.
Die propositionale Phraseologismen werden auch in zwei Gruppen gegliedert, nọmlich feste Phrasen und topische Formeln
Feste Phrasen sind satzwertige Formulierungen, die sich als Wertungen oder Kommentare oft auf bestimmte Situationen bzw Verhaltensweisen der Gesprọchspartner (d.h sie mỹssen in der Regel an den Kontext
The text discusses various illocutionary acts, such as threats and requests, highlighting their significance in communication An example of a threat is illustrated through the phrase "you can have your bones numbered," which implies a severe warning of potential violence Additionally, it emphasizes the importance of directives, suggesting that certain actions are expected to be taken by the addressed individuals.
Wearing socks at home serves as both a reminder to close the door and a critique of one's patience when the situation becomes overwhelming Consequently, propositional phraseologisms play a significant role in spoken language.
Topical formulas focus on standalone expressions that do not require contextual support, primarily encompassing two main groups The first group consists of proverbs, which have a rich tradition in folklore and are widely used within a community Proverbs serve as expressions of beliefs, values, and norms that hold social significance within a specific culture and time (cf H Burger, 2010, 107) They can function as warnings, persuasion, arguments, affirmations, comfort, consolation, persuasion, admonition, correction, statements, characterizations, explanations, descriptions, justifications, and summaries.
Proverbs have undergone significant functional transformations throughout the history of the German language and literature Notably, they serve a contextual function, acting as arguments in discourse, and a social function, where speakers and listeners interpret them as expressions of general rules Examples include "Morgenstund hat Gold im Mund," which suggests that mornings are productive, and "Wie der Vater, so der Sohn," highlighting the father-son relationship Proverbs can be understood both literally and metaphorically, underscoring their importance in communication.
Phraseology is exclusively considered and examined Closely related to proverbs are clichés, which deal with self-evident truths and facts Examples include sayings such as "What you have, you have" and "What must be, must be."
„Man lebt ja nur einmal“, Auòerdem dienen sie noch als Bewertung von Handlungen oder als Rechtvertigung für Handlungen
Strukturelle Phraseologismen: sie haben nur eine Funktion, grammatische
Relationen herzustellen Zum Beispiel: in Bezug auf , sowohl – als auch
Kommunikative Phraseologismen: Nach dem pragmatischen Kriterium werden kommunikative Phraseologismen in verschiedenen Arten von Routineformeln, die mit den bestimmten Typen von Situationen verbunden sind – Gruò-, Abschieds-, Glỹckwunschformeln , z.B Guten Tag und
Routineformeln, die situationsunabhọngige Funktionen haben und zwar in den Bereichen der Gesprọchsteuerung, der Textgliederung oder der Partnerbeziehung, z.B nicht wahr?, meiner Meinung nach
Man kann mit der folgenden Grafik einen kurzen Blick auf die Basisklassifikation haben:
Abbildung 1: Phraseologismen unter Hinsicht der Basisklassifikation nach Harald Burger b Syntaktische Klassifikation
Die Phraseologismen erfüllen die syntaktischen Funktionen von einem oder mehreren Satzgliedern, in dem entsprechenden Wortarten vorkommen Für eine syntaktische Klassifikation spricht man von:
Prọpositionale Phraseologismen: an Hand von, im Hinblick auf,
Konjunktionale Phraseologismen: sowohl – als auch,
Adverbiale Phraseologismen: auf jeden Fall,
Nominale Phraseologismen: Hinz und Kurz, die Schwarze Kunst,
Verbale Phraseologismen: fassen alle Phraseologismen, die ein Verb enthọlt Dabei werden unterschiedliche interne und externe Valenzen berücksichtigt:
[jmd.]họlt Maulaffen feil => eine externe und eine interne Valenz
[jmd] streut [jmdm] Sand in die Augen => zwei externe und zwei interne Valenz
It is important to note that external valences, such as "jmd." and "jmdm," function differently from internal valences like "Maulaffen," "Sand," and "in die Augen." Both types of valences must be considered Additionally, Harald Burger has categorized phraseologisms into various classes.
Modellbildungen sind Phraseologismen, die nach einem Strukturschema gebildet sind Ihre Bedeutung:
- ist fest mit dem bestimmten Strukturschema verbunden – z.B Modell: X um
X (Glas um Glas, Stein um Stein) bedeutet „ein X nach dem anderen“
- ist nicht nur mit dem bestimmten Strukturschema verbunden, sondern họngt auch mit seiner lexikalischen Besetzung zusammen – z.B Modell: von X zu
The phrase "from village to village, from man to man, from day to day" carries various meanings, yet it consistently represents a model of continuous development For instance, the expression "from day to day" signifies ongoing progress, similar to the concept of "from week to week."
Als Spezialfọlle von Modellbildungen kửnnte man die Zwillingsformeln und die komparativen Phraseologismen bezeichnen
Twin formulas (pair formulas) consist of two words of the same part of speech that are connected by a conjunction or a preposition Their order is either completely fixed or at least one specific form is preferred Examples include "ready and set," "head to head," and "old and gray" in reference to something.
Comparative phraseologisms, or phraseological comparisons, involve fixed comparisons that serve various functions, such as intensifying verbs or adjectives, exemplified by the expression "ride/drive like the devil" to convey speed When using comparative phraseologisms, it is essential to consider cultural specifics For instance, H Burger from Matte (199, 194) notes that in German, "Chamäleon" refers to someone whose behavior changes frequently and consistently However, the phraseological meaning may differ in other contexts.
Chamọlon im Ägyptisch-Arabischen fỹr eine gemeine Person
Kinegramme beschreiben nonverbales Verhalten, das heute immer noch praktiziert wird – z.B die Achseln zucken Falls nur die phraseologische
Bedeutung bleibt, spricht man von „Pseudo-Kinegrammen“ – z.B die Họnde über dem Kopf zusammenschlagen (über etwas entsetzt sein)
Winged words are commonly known expressions that speakers recognize as referencing a specific source, such as literature, film, or advertising An example is the famous line, "To be or not to be, that is the question," from Shakespeare.
Onymous phraseologisms are word combinations that function as proper names, such as "The Red Cross" and "The White House." In phraseological literature, they are often excluded from the study of phraseology because they primarily serve the purpose of identification rather than conveying meaning Consequently, onymous phraseologisms can be regarded as a distinct semiotic class alongside referential, structural, or communicative phraseologisms.
Phraseological terms are specialized expressions whose meanings are strictly defined within specific professional subsystems of language For instance, legal terminology includes phrases like "legal hearing," while economic language features terms such as "go bankrupt." Many mathematical terms, like "acute angle" or "extracting the root," are familiar to every student Everyday terminological phrases also appear in weather reports, such as "temperature above/below freezing." In the realm of computer software, similar specialized language is prevalent.
Rothkegel (1997) gezeigt, dass solche feste Wortkombination wie Text einblenden/ausblenden; Daten eingeben/ausgeben ganz schwach idiomatisch sind
Klischees sind Phraseologismen, die wie Schlagwửrter funktionieren Sie erscheinen vor allem in den Zeitungen und in anderen Massenmedien, z.B
Schritt in die richtige/ falsche Richtung d Kollokationen
Nach Burger (2010, 52) umfasst die Kollokationen die festen Wortverbindungen, die nicht oder nur schwach idiomatisch sind Deswegen ist dieser phraseologische Bereich weitaus grửòer und auch wichtiger Feilke (1996,
Zur Phraseodidaktik
Forschungsgegenstand
Pilz (1981) identified a significant gap in phraseological didactics for both German as a Foreign Language (DaF) and native language instruction, despite recent advancements in the field He emphasized the need for more contributions to phraseodidactics, highlighting that the publications by Kỳhn from 1987 to 1994 are essential in addressing this deficiency.
Die zwei folgenden zentralen Fragen sollten nach Hessky (1992, 159) in der phraseodidaktischen Forschungen beantwortet werden (Vgl M Chrissou, 2012, 55):
Wie kann die Selektion eines phraseologischen Optimums erfolgen?
Wie kann das daraus resultierende Material didaktisch aufbereitet werden?
When selecting appropriate types of phraseologisms and materials, it is essential to consider the level and learning needs of the target audience The next challenge is to effectively convey these materials and exercises in the classroom However, the acquisition of phraseologisms is not solely dependent on the creation of suitable learning resources According to Ettinger (2007, 144), integrating research findings from phraseodidactics into teaching materials and resources is a crucial goal of phraseodidactic research (see M Chrissou, 2012, 55).
Man muss sich nebenbei die Frage stellen, wann Phraseologismen als Lerngegenstand des DaF-Unterrichts geworden sein sollten Denn dieser sprachliche Einheiten zu kompliziert und weniger notwendig als andere sprachliche
According to Hessky (1989), phraseologisms should ideally be introduced in advanced language courses; however, not all types present the same level of difficulty for learners For instance, comparative phraseologisms can often be easily matched with similar equivalents in the learner's native language Additionally, routine formulas frequently appear in textbooks and beginner classes, as they are essential for everyday communication Recent research by Hallsteinsdóttir (2014) has demonstrated that phraseologisms are crucial for effective foreign language communication, indicating that even basic communication in a foreign language is challenging without a fundamental understanding of phraseology (see M Chrisso, 2012).
According to Hesseky's research (2007, 12), phraseodidactics is not effectively integrated into the teaching of German as a foreign language (DaF), and findings from phraseodidactics were largely absent from textbooks in the 1990s (cf M Chrisso, 2012, 55) While phraseology should hold a significant place in foreign language didactics, the connection between phraseodidactics and foreign language instruction remains insufficient Consequently, phraseologisms are often overlooked in textbooks, or when included, they are presented in a qualitatively inadequate manner and treated didactically less appropriately (Jesensek, 2007, 20) This paper aims to empirically verify the aforementioned findings.
Konstruktivische Prọmissen in der Wortschatzarbeit
Ein festen theoretisches Fundament für die Charakterisierung und die Fửrderung des Wortschatzes bietet der konstruktivistische Ansatz Nach konstruktivistischem Verstọndnis darf Unterricht „nicht mehr als Transport von
Wissen, sondern muss als Arrangment von Lernmửglichkeiten begriffen werden“ (Vgl Overmann, 2002a, 80) 10 D.h Lernen sollte als ein aktiverm eigen motivierter Prozess betrachtet werden, keine rezeptive und passeive Lernerhaltung mehr
Die lerntheoretischen Prinzipien des Konstruktivismus lass sich in
Anlehnung an Rüschoff (1999, 36), Wolff (2002, 20f.), Overmann (2002a, 89f.) und Müller (1997, 84) wie folgt zusammenfassen: 11
- Lernen gilt als ein aktiver Prozess der Wissenskonstruktion, der durch explorativer und problemorientierte Aktivitọten durchgefỹhrt wird
- Vorraussetzung für das Lernen ist die Berücksichtigung der vorhandenen Wissen und Erfahrungen
- Lernen wird als autonomer Prozess betrachtet, den die Lernenden selbstverantwortlich führen müssen
- Wichtig für den Lernerfolg ist, dass die Lernenden die Lerninhalte als sinnvolles Wissen mit kognitivem und emotionalem Bezug erleben
- Die Lernenden stellen geschlossene, selbst referenzielle Lernsysteme dar, die durch Unterricht dazu veranlasst werden, ihre kognitive Ordnung umzustrukturieren
- Die inhalts- und variationsreiche Lernumgebungen sollen sich mit authentizitọtsnahen Lerninhalte eignen, damit neue Lerninhalte an Bekanntes anbinden kửnnen
- Lernen wird als soziale Handlung angesehen Die Lernenden kửnnen ihre eigene Wissenskontrukte mit anderen Lernenden aneinander angleichen oder austauschen
Für eine konstruktivitisch orientierte Fremdsprachendidaktik spielt die Lernenden eine zentrale Rolle im Unterricht Das bedeutet, die Lernerautonomie der Lernenden muss sich erhửhen Laut Chrissou (2012, 64) verlangt Realisierung der
Promoting learner autonomy and enhancing construction skills requires effective learner management, which is closely tied to the authenticity of learning materials and corresponding strategies, such as the selection of language resources It is essential for learners to engage with authentic language materials and tackle specific questions or complex tasks Various strategy types exist that either support language processing strategies, facilitate interaction among learners, or enhance language proficiency through learning strategies.
- Die Sprachverarbeitungsstrategie umfassen die Fọhigkeiten zur Sprachrezeption und Sprachproduktion, bei denen die kommunikative Kompetenz eine Hauptrolle spielt
- Die Interaktionsstrategie beschọftigt sich mit dem pragmatischen und soziokulturellen Wissen zur zielgerichteten und lửsungsorientierten Kooperation mit anderen Lernenden
Learning strategies significantly impact students' language acquisition abilities Constructivism enhances learners' awareness of their learning processes, enabling them to organize their learning effectively and assess their progress It is essential to address these learning strategies within the classroom to foster a more effective educational environment.
Didaktisch-methodische Aspekte
The acquisition of a foreign language significantly involves the use of fixed expressions and phraseologisms, which are crucial for effective communication Kühn emphasizes the importance of pragmatically oriented phraseodidactics, focusing on the audience-specific, text-type-specific, and situational analysis of phraseologisms The primary goal of phraseodidactics is to enhance the understanding and application of these expressions in various contexts.
Learners can master language strategies through training, enabling them to independently use phraseological units in real-life contexts Additionally, they can expand and deepen their phraseological competence in various situations outside of foreign language classes Ultimately, this long-term goal will become the primary objective of phraseodidactics.
Kỹhn (1992) proposed a model for enhancing phraseological competence known as the "phraseodidactic three-step," which involves three essential steps: discovering, decoding, and using phraseological units He describes this three-step process as a "labor- and time-intensive learning process" (M Chrissou, 2012) Building on this research, Lüger (1997) introduced a "phraseodidactic four-step" model by adding a fourth phase, consolidation The following section will further explain the phraseodidactic four-step process.
Recognizing phraseologisms requires awareness of their unique characteristics and diverse forms Learners often lack an understanding of typical phraseological features and the differences from free word combinations Therefore, it is essential to frequently address language processing strategies that equip learners with the skills to identify phraseologisms in texts According to Kühn (1996), working with texts is crucial, as learners can only comprehend phraseologisms correctly when they are contextualized within the text This summary will briefly revisit the characteristics and peculiarities discussed in Chapter 2.2, focusing on semantic and syntactic aspects.
Syntactic irregularities can manifest in various ways, including article usage in context, inflectional patterns, and syntactic constructions Examples include phrases like "someone doesn't suit someone well," or idiomatic expressions such as "to have a fool for someone" and "it's not good to eat cherries with someone." Additionally, structural peculiarities may arise, such as the pre-positioning of genitive attributes, as seen in "good faith," or the use of attributive genitive constructions, illustrated by "from all."
Herren Lọnder), oder mit Reime (Was du heute kannst besorgen, das verschiebe nicht auf morgen) oder mit Merkmale des Vergleichs „wie“ (kalt wie Marmor)
semantische Irregularitọt: z.B die ganzheitlichen Bedeutung, bei denen Phraseologismen unikale Komponenten (mit Kind und Kegel) oder konnotativ-wertenden Elemente phraseologischer Einheiten oder die verdunkelte Metaphorisierung vorkommen (gang und gọbe)
Understanding the complex pragmatic usage conditions of phraseologisms and their contextual nuances, such as modifications, is essential for learners It is crucial for them to focus not only on the phraseologisms themselves but also on their practical application in communication, exemplified by expressions like "so to speak," "one can only say," and "as it is beautifully said."
Familiar phraseological expressions allow learners to quickly identify meanings by finding similar equivalents in their native language For unfamiliar phrases, it is essential to address phraseological awareness concerning the mentioned irregularities, as this promotes learners' abilities to recognize and understand these expressions effectively.
After identifying phraseologisms, the next phase involves deciphering their semantics Various strategies are required for this decoding process Hallsteinsdóttir (2001, 25f) categorized understanding strategies for constructing phraseological meanings in his study These strategies can be described in a chronological sequence based on his classification.
Utilizing native language knowledge is essential for learners as it allows them to search for phraseological equivalents in their mother tongue This native phraseological competence is crucial for recognizing and understanding phraseologisms Rieder (2004) suggests that foreign language lexicons in the realm of phraseology are supported by appropriate native language lexicons For beginners, transferring knowledge from the mother tongue to the foreign language proves to be particularly beneficial Additionally, even at higher language levels, native phraseological competence is necessary for expanding language awareness.
The method of visualizing the literal meaning of phraseologisms, as indicated by its name, involves analyzing their idiomatic significance The construction of phraseological meaning is influenced by the meanings of individual components An example of this exercise is presented.
Task: What do you think the illustrated idioms might mean? Try to determine their meanings using the available images The following sentences may be helpful in completing this task, but they still need to be matched with the appropriate images.
16 Vgl Multimediales Unterrichtsmaterial zur deutschen Phraseologie (Hana Bergerová):
(http://frazeologie.ujepurkyne.com/SS_teil04aufgabe6_ger.asp)
A Der Junge versteht die Welt nicht mehr Seine Freundin zeigt ihm auf einmal die kalte Schulter […] Was ist passiert?
B Der Schỹler ist am Boden zerstửrt, weil er schon wieder eine schlechte Note bekommen hat
C Manchen Menschen stehen die Haare zu Berge, wenn sie eine Spinne sehen
Abbildung 2: Bildliche Darstellung der Phraseologismen „jemandem stehen die Haare zu Berge“
Understanding meaning from context involves both linguistic and non-linguistic elements that provide a backdrop for interpretation Consequently, world knowledge and contextual understanding can significantly aid or hinder comprehension strategies According to Hallsteinsdóttir, challenges may arise due to factors such as text brevity, insufficient contextual information, an excess of unfamiliar words, or ambiguity in contextual meaning.
Heranziehen lexikographischer Hilfsmittel: Spezialwửrterbỹcher sind in diesem Fall ein wichtiges Hilfsmittel, um die Bedeutung der Phraseologismen zu erschlieòen Darum ist es sinnvoll, die Arbeit mit Wửrterbỹchern intensiv zu trainieren
Lüger (1997) emphasizes the significance of the consolidation phase, which should be applied to the phraseological inventory He also asserts that a precise understanding of the individual components, including their morphosyntactic characteristics and potential functions relative to a specific text type and speaker context, is essential for comprehending and effectively using phraseologisms.
Unter Festigung versteht Sajankova (2007, 31), dass „der Lernende
Phraseme mit vielen Zusatzinformationen im Gedọchtnis speichern muss, um darauf nach Bedarf zurỹckgreifen zu kửnnen“ 19 Die Frage lautet, welche Aspekte gefestigt werden sollten Dabei geht es um die Festigung:
der Form, d.h des lexikalischen Komponentenbestands sowie die strukturelllen Besonderheiten im Formativ
und der textuell-pragmatischen Dimension von Phraseologismen
Zu diesem Lernziel passen verschiedene ĩbungsformen wie z.B
Multiple-Choice-übung: „Wie ist die Redewendung richtig? Kreuzen Sie an
1 etwas in den falschen bekommen (Vgl K Ullmann, 2009):
2 Mit jemandem dick und dünn gehen
Vervollstọndigungỹbung: Setzen Sie die fehlenden Verben in der richtigen Form ein (Vgl K Ullmann, 2009, 83)
1 Gute Freunde wie Pech und Schwefel
2 Es ist nicht richtig, Kinder immer mit Samthandschuhen
Zuordnungübung: Was meint das Gleche? Verbinden Sie (Vgl K Ullmann,
1 Ich wỹnsche dir viel Erfolg A alle Fọden in der Hand halten
2 Katja hat viele Stellenangebote B die Filme ins Korn werfen
3 Gib doch nicht so schnell auf C die Daumen drücken
4 Die Chefin glaubt, sie hat die absolute Kontrolle
D mehrere Eisen im Feuer haben
oder Paraphraseübung: Sagen Sie mit einer Redewendung
1 Er ist ein erfahrener Anwalt Er weiò, wie sich diese Sache entwickeln
2 Lehrer zu einem Schỹler: „Mit dir habe ich noch etwas zu klọren.“
3 Mutter zu ihren Kindern:“Warum müsst ihr euch immer streiten?“
Im vierten und letzten Lernschritt des phraseodidaktischen Vierschritts sollen die Lernende ihr erworbenes, phraseologisches Wissen zur Anwendung bringen Diese Phase bezieht sich auf die Verwendung von Phraseologismen
z.B.: Eine mửgliche Aufgabestellung dazu lautet: Ergọnzt in folgenden Sọtzen die fehlende Redewendung in der richtigen Form: „jemand erlebt sein blaues
Wunder“, „jemand họngt etwas an den Nagel“, „jemanden bringt etwas in Rage“:
Ich habe keine Lust mehr in die Musikschule zu gehen Ich glaube, ich werde bald meine Geige ………….………
Meine Mutter kann es ỹberhaupt nicht leiden, wenn ich spọt abends nach Hause komme Das ……….…………
Wenn du deine Hausaufgaben nicht ordentlich machst, ………… du morgen in der Schule ……….………… Frau Schmidt lọsst dich nachsitzen und du wirst alles noch einmal machen müssen
Auòerdem kửnnen die Lernenden ein Theaterstỹck, einen Brief oder ein Gedicht schreiben und vorspielen, in denen ermittelten Phraseologismen vorkommen
To effectively tackle such tasks, learners must first contemplate the significance of the mentioned phrases Without this understanding, they cannot accurately use the expressions Therefore, the second step in the learning process is essential and must occur prior to application.
ĩbungstypologien und Kriterien zur Analyse der ĩbungen 33
The saying "practice makes perfect" emphasizes the importance of training and deepening acquired knowledge and vocabulary in the classroom This article introduces various exercise types that effectively convey phraseology In their manuscript, V Janíková and M Michels-McGovern categorize different types of exercises for vocabulary and meaning transmission, highlighting their relevance in language instruction.
Erkennungsübungen: Lexikalische Einheiten müssen im Text identifiziert werden
Erschlieòungsỹbungen: Die Semantik wird mit Hilfe verschiedener
Differenzierungsübungen: Eine Bedeutung wird von der einer anderen unterschieden
Substitutionsübungen: Ein sprachliches Mittel wird durch ein anderes ersetzt
Komplementationsỹbungen: Wửrter, Reihen, Sọtze, Texte, Lỹckentexte ergọnzen
Expansionsỹbungen: Erweiterung der Wửrter, Reihen, usw
Komprimierungsỹbungen: Verdichtung der Wửrter.usw
Im empirischen Teil lassen sich die ĩbungen analysieren und dabei benửtige ich folgende Prinzipien der konstruktivistischen Lerntheorie:
The principle of activating prior knowledge is essential for effective learning according to constructivism Without existing knowledge, learners struggle to construct new information, which often leads to rapid forgetting Therefore, it is crucial to engage learners' prior knowledge before they begin a task By doing so, they can compare new information with what they already know, enhancing their understanding and retention of the material.
Prinzip der Problemlửsungscharakters: Das Prinzip der Kreativitọt und der
Problemlửsungscharakter sind eng zusammenhọngend Beim Lửsen einer ĩbung sollten das selbststọndige Denken und die Kreativitọt gefửdert werden.
Empirische Untersuchung
Evaluationskriterien
Die Evaluation soll zunọchst auf der Auswahl der Phraseologismen beruhen In diesem Beitrag werden nur:
- Zwei Untergruppen der nominativen Phraseologismen, und zwar die idiomatische und teilidiomatische Verbindungen
- und komparative Phraseologismen angesehen Der empirische Teil umfasst die quantitative und qualitative Untersuchung, die sich zum Ziel setzen, auf folgende Fragen zu antworten:
- wie viele und wie oft Phraseologismen kommen in den gewọhlten Lehrwerken vor?
- Welche Phraseologismen sind in den Lehrwerken vertreten?
- Gibt es ĩbungen in den beiden Lehrwerken, die den Schỹlern Mửglichkeit geben, Phraseologismen richtig zu verstehen und zu verwenden, (ob der phraseodidaktische Vierschritt angewendet wird)?
To achieve the outlined objectives, B2-level teaching materials for German as a Foreign Language (DaF) are selected At this level, learners possess sufficient prior knowledge to effectively engage with phraseologisms, making vocabulary expansion essential for their advancement Three contemporary textbooks—Ausblick 2 (Hueber Verlag), Aspekte 2 (Klett-Langenscheidt Verlag), and Studio d B2 (Cornelsen Verlag)—are currently utilized in German classes in Vietnam and serve as a corpus for analysis The quantitative and qualitative research focuses solely on the phraseologisms found in the coursebooks and listening texts that students must work with during class, rather than at home.
The article begins with a general description of the two examined teaching materials It then presents a quantitative analysis that counts and calculates the number and frequency of the occurring phraseologisms Following this, a qualitative investigation is conducted to provide an overview of the phraseologisms used in the teaching materials, analyzing the exercises that incorporate these fixed expressions or word combinations.
Lehrwerkanalyse
The coursebook and workbook are essential components of a teaching resource As noted by M Brinitzer (2013), "The coursebook is the heart of a teaching resource." It introduces key language functions, develops the four skills, and provides instruction in vocabulary, grammar, and cultural knowledge.
Kursbuch gibt es meisten ein Arbeitsbuch oder ĩbungsbuch Hier werden Grammatik, Wortschatz, Redemittel usw geübt und vertieft In diesem Beitrag werden die Kursbücher als Korpus genommen
Zur Lehrwerkanalyse spricht man von einem Versuch einer systematischen Analyse fremdsprachlicher Lehrwerke erst seit der Mitte der 60er Jahre Die Bedingungssequenz, die von Pelz (1978, 61) nachgewiese wurde, sieht so aus:
„Lehrplan => Lehrwerk => Methode => Unterricht“ (Vgl G Neuner, 1979, 6) Das ergibt sich, dass Lehrwerke eine entscheidende Rolle, ob das Lernziel geschafft wird oder nicht
The textbook "Ausblick 2" is a three-volume series designed for teenagers and young adults with a solid foundation in the German language, corresponding to levels B1-C1 of the Common European Framework of Reference for Languages It is utilized at the Foreign Language High School (National University of Hanoi), which offers the German Language Diploma (DSD) from the Conference of Ministers of Education Additionally, it prepares students for the Goethe Certificate B2 and ÖSD Level 2 examinations Volume 2 includes materials for approximately 200 teaching units.
The course spans 45 minutes and consists of 10 lessons, each divided into 3 to 5 sections that explore the lesson topic from various angles It focuses on reading and listening texts, followed by comprehension exercises and productive tasks such as speaking and writing The authors emphasize vocabulary and grammar work, encouraging students to engage independently with texts and dictionaries outside of class Additionally, the course includes a workbook and audio CDs featuring listening texts, interviews, and dialogues.
The textbook "Aspekte neu 2" for the B2 level at the Goethe Institute consists of 10 lessons, each containing 4 modules and 3 supplementary sections: Portrait, Grammar, and Film It prepares learners for the Goethe-Zertifikat B2, TELC Deutsch B2, and ÖSD B2 exams, developed based on the Common European Framework of Reference (CEFR) guidelines Emphasizing learner orientation, the material integrates real-life contexts and promotes autonomous learning as a key objective Accompanied by a workbook and an audio CD, this resource targets specific demographics, either youth or adults, and is produced by different publishers Another selected textbook is "Studio D B2," currently used at the Long Viet Language Center in Hanoi, which consists of two volumes with 8 lessons each It features a thematic grammatical progression aligned with the B2 CEFR level and also prepares students for the Goethe-Zertifikat B2 and TELC Deutsch B2 exams The initial units revisit key B1 content to facilitate a smooth transition to B2, and each lesson concludes with a self-evaluation page Additionally, the exercise section offers relevant practice units followed by word connection training, while the textbook provides learning strategies, tips, and mini-memos to support individual learning development.
4.2.2 Ergebnisse und Analyse der quantitativen Untersuchung
Das Ergebnis der quantitativen Untersuchung wird in der folgenden Tabelle zusammengefasst:
Tabelle 1: Die Anzahl der Phraseologismen in den ausgewọhlten Lehrwerken
The table indicates that the number of phraseologisms in the examined textbooks is relatively low in terms of volume In the textbook "Ausblick," there is one (partially) idiomatic expression found approximately every 3.5 pages.
Phraseologismus, beim Aspekte neu auf jeder 3,2 Seite und beim Studio D auf jeder
The analysis of phraseologisms in the transcripts reveals a limited occurrence, with most found in written texts Surprisingly, only four phraseologisms appear more than once across three textbooks The phraseologism "eine Rolle spielen" is noted five times in Ausblick, three times in Aspekte, and twice in Studio d Additionally, Studio d features the twin forms "nach und nach" and "hin und wieder" appearing twice in the course book Similar to the course book, "eine Rolle spielen" is also present six times in Ausblick, three times in Aspekte, and twice in Studio d Other phraseologisms like "etwas an die Hand nehmen" appear three times in Ausblick, "etwas im Griff haben" twice, and "etwas an die Nagel hängen" twice in Aspekte All other phraseologisms in both written course books and transcripts are noted only once This suggests a focused approach to phraseologism usage in the analyzed materials.
In foreign language teaching, continuity is essential for effective learning, particularly concerning phraseologisms According to didactic theory, it is beneficial to repeatedly engage with vocabulary, including phraseologisms, to reinforce understanding Phraseologisms that are only relevant for comprehension within a specific text or context do not contribute to the productive language use of learners.
Ein weiteres Ergebnis wird die Einteilung der gesuchten Phraseologismen darstellen: (Die Anzahl der Phraseologismen in dem Kursbuch und in den Transkripten wird zusammengefasst)
Diagramm 1: Verteilung der einzelnen Phraseologismentypen
The diagram illustrates that fully idiomatic phrases are the predominant type in three educational resources, followed by a lesser number of partially idiomatic expressions Notably, the count of partial idioms and idioms is equal in "Ausblick 2." In contrast, "Aspekte 2" and "Studio d B2" feature more than double the number of fully idiomatic phrases compared to their partially idiomatic counterparts.
Modellbildungen, komparative Phraseologismen und Gemeinplọtze Im Studio d und Aspekte gibt es keine Gemeinplọtze
The analysis of the selected teaching materials reveals that there is a limited emphasis on phraseology and phraseological units at the B2 level This raises the question of whether these units emerge organically in texts like regular vocabulary or if they are taught systematically Additionally, it is important to consider whether learners' receptive and productive phraseological language skills are being effectively developed This issue will be further clarified in the following sections.
4.2.3 Ergebnisse und Analyse der qualitativen Untersuchung
Bei der Lehrwerkauswahl spricht man davon, dass wie ein gutes Lehrwerk ist, auf welche Aspekte man basieren kann, um ein Lehrwerk zu bewerten Duszenko
According to Duszenko (1994), answering the question of what constitutes a quality teaching material is complex due to the influence of numerous internal and external factors Internal factors include objectives and methodological design, language and texts, themes and content, grammatical concepts, exercises and their sequences, as well as the representation of the target language culture.
1994, 14) In diesem Teil werden die ĩbungen, in denen Phraseologismen ermittelt werden, detailiert analysiert Das Ziel der Arbeit liegt darin, ob Phraseologie und Phraseodidaktik im Lehrwerk berücksichtigt werden
According to the study, the course book Ausblick 2 lacks phraseological exercises, presenting phraseologisms only within reading texts or listening tasks without further practice or in-depth exploration In contrast, the course book Aspekte neu incorporates phraseologisms not only in reading texts but also in listening exercises Consequently, phraseologisms are identified in tasks related to reading, listening, writing, and speaking, although the number of exercises remains limited Notably, the exercises can be structured using a three-step or four-step approach to phraseology.
Folgendes werden 6 Beispielsübungen analysiert, die vom Lehrwerk Aspekte neu (4
The exercises will be analyzed didactically based on various aspects, including the type of exercise, its objectives, the phase it serves, and an evaluation according to the constructivist principles discussed in the theoretical section.
Beispielsỹbung 1: ĩbung 2, Lektion 4, Modul 3, Seite 63, Aspekte neu 2
Die ĩbung lọsst sich in fỹnf kleinen ĩbungen (a, b, c, d, e) unterteilen
In this phase of the task, learners will listen to sentences from a previously presented interview again They will fill in the nouns in the provided sentences, while the verbs have already been underlined This activity aims to reinforce their understanding and recognition of key vocabulary within the context of the interview.
(Untersuchungen anstellen, in Aufregung versetzen, Frage stellen, die Flucht ergreifen)
Erkennung -sübung b L bilden aus den eingesetzten Nomen in 2a Verben
(untersuchen, aufregen, fragen, fliehen) Dann formulieren L die Sọtze neu
L ordnen die Bedeutungen und Nomen-Verb- Verbindungen zu und dann formulieren sie die Sọtze neu, ohne die feste Verbindung zu benutzen
Lergonzen outlines the rules for forming noun-verb combinations, highlighting their common characteristics Participants will complete a gap text using provided words To reinforce learning, students will work in groups of three, with each group noting down ten examples.
Participants will separate noun-verb combinations onto cards and pass them to the next group The learners will then create new noun-verb combinations using these cards Once a matching pair is found, they will form a sentence with it The player who identifies the most pairs will be declared the winner.
Tabelle 2: Analyse der Beispielsỹbung 1 ĩbung 2, Lektion 4, Modul 3,
Didaktisierungsvorschlag 5 0 1 Durchführung des Didaktisierungsvorschlages
Phraseologisms can be integrated into every lesson, and it is essential to connect their meanings to the unit's theme This section presents a proposal for teaching phraseologisms related to the topic "Where Love Falls" (Unit 7, Studio d B2/1) Before the lesson, it is crucial to identify the target audience, their proficiency level, the number of participants, the learning objectives, and the time allocated for instruction.
Zielgruppe: 16 Kursteilnehmer (KTN) im B2-Kurs bei dem Long
Viet Sprachzentrum, die erst B1-Prüfung abgelegt haben und seit 2 Wochen den B2-Vorbereitungskurs besuchen
Lernziel: Die KTN kửnnen alle vermittelten Phraseologismen zum Thema Liebe beherrschen und anwenden
Eine ausführliche Unterrichtsskizze wird in der folgenden Tabelle veranschaulicht
Sozial- formen im Plenum Partner- arbeit (PA) PA
Learners engage with an image to hypothesize its theme and consider its Vietnamese equivalent They attempt to guess the German proverb "The way to a person's heart is through their stomach." Subsequently, they read a text to identify existing phrases and write them on a worksheet Finally, they reread the text selectively to understand the meanings by connecting the phrases they discovered.
The instructor presents an image to the participants and encourages them to infer the theme of love based on it, highlighting the heart They then ask the participants to share a Vietnamese proverb that relates to the image Next, the instructor provides the text and asks the participants to identify nine phraseologisms within it After revealing the answers, the instructor guides the participants to deduce the meanings of the phraseologisms using contextual clues.
Sozial- formen Einzelarb eit (EA) Gruppen- arbeit (GA)
Participants engage in learning activities by explaining phrases in their own words without using a dictionary They select the appropriate meanings and corresponding images for each idiom with the help of a dictionary In groups of three, they discuss the Vietnamese equivalents and identify the best matches Finally, participants publish their findings.
The instructor distributes a worksheet to the participants featuring multiple-choice exercises that illustrate the meanings of phrases through accompanying images Following this, the instructor provides corrections and encourages the participants to identify the Vietnamese equivalents of the German phraseological expressions Finally, the instructor facilitates a comparison between the two languages.
Materialien geschnitten Phra Arbeitsblatt 3 Bilder/Fotos
Sozial- formen PA EA GA
Participants organize the appropriate verbs and nouns into the correct phrases without any assistance They read all the sentences and determine which ones belong together It is essential that at least four identified phrases are present in the story Finally, participants present their results to the audience.
Teaching activities allow participants to create complete sentences by filling in missing verbs and nouns The instructor intentionally provides multiple options for sentence construction Participants are asked to form sentences from given sentence fragments The instructor divides the participants into six groups, each assigned an image or photo, and encourages them to use their imagination to write a story that aligns with the image The instructor then evaluates the stories produced.
Tabelle 5: Unterrichtsskizze zu dem Thema „Phraseologismen und Liebe“
4.3.2 Analyse und Bewertung der Ergebnisse
Before discussing the outcomes of the didactic proposal based on the phases, it is essential to highlight the capabilities of the target group The participants, aged 18 to 26, are individuals who choose vocational training over university education, aiming to become elderly care workers in Germany Among these participants, while many exhibit strong language skills, approximately 20% are considered weaker learners In February, they will travel to Germany to attend an official B2 language course, after which they will begin their vocational training Notably, the concept of "phraseologisms" will be addressed prior to the trial lesson.
(1) KTN erkennen im vorgegebenen Text neun Phraseologismen
Diagramm 2: Ergebnis der Durchführung der Erkennungsphase
The focus is solely on fully idiomatic phraseologisms, with two examples including the phrase "the happiest couple in the world" and one featuring "land on her finger." The phraseological comparative "like cat and dog" is considered the easiest to identify, as they could quickly find a Vietnamese equivalent In their experience with this task, they noted that groups typically containing one or two nouns and a preposition, which sound particularly strange or unusual to them, are likely to be phraseologisms.
(2) Arbeitsblatt 2: Was bedeutet die Phraseologismen Kreuzen Sie an
Die Anzahl, die mit Gelb markiert werden, ist die Anzahl der KTN mit richtigen Lửsung
1 sein Herz an jemanden verlieren A
B Man verliebt sich in jemanden
C Man ist auf jemanden neidisch
2 ein Auge auf jemanden werfen C
A Man gibt jemandem ein Auge
B Man achtet auf etwas/jemanden
C Man interessiert sich für etwas/jemanden
4 ein Herz und eine Seele sein C
A Man wohnt mit jemandem zusammen unter einem Dach
B Man hilft jemandem in schwierigen Situation
C Man ist mit jemandem sehr eng befreundet
5 bei jemandem einen Stein im Brett haben B
A Man verliebt sich in jemanden
B Man genieòt bei jemandem Sympathien
C Man ist gegenüber jemandem hartherzig
6 einen Narren an jemandem/ etwas gefressen haben A
A Man verliert bei jemandem das Vertrauen 10
B Man tọuscht und veralbert jemanden
C Man mag übertrieben jemanden sehr
7 für jemanden die Hand ins Feuer legen A
A Man hat volles Vertrauen zu jemandem
B Man schadet jemanden mit Feuer
C Man arbeitet mit jemandem in der Feuerwehr
C Man unterhọlt sich mit jemanden viel
9 mit jemandem durch dick und dünn gehen B
A Man wohnt mit jemandem zusammen
B Man erlebt mit jemandem gemeinsam gute und schlechte Zeiten
C Man beschwert sich über das Aussehen von jemandem
0 Tabelle 6: Ergebnis der Durchführung der Entschlüsselungsphase Laut dem Ergebnis konnten mehr als 75 % der KTN die richtige Bedeutung der folgenden Phraseologismen wọhlen, und zwar „sein Herz an jemanden verlieren“,
Expressions like "to stick one's neck out for someone," "like cats and dogs," and "to stand by someone through thick and thin" are commonly understood However, the idiomatic phrases "to have a stone in someone's favor" and "to have a soft spot for someone or something" are considered challenging to decipher, even when the meanings of individual words are known During this phase, students were allowed to use a dictionary to look up unfamiliar words in the tasks Ultimately, they were able to correctly match all images to the idiomatic expressions.
(3) KTN arbeiten in der Gruppen jeweils von drei und besprechen die entsprechenden vietnamesischen Äquivalente
Phra 1 „sein Herz an jemanden verlieren“: „đánh rơi con tim“, „con tim gục ngã“,
Phra 2 „ein Auge auf jemanden werfen“: liếc mắt đưa tình, thả thính, mắt chớp chớp
Phra 3 „jemanden im Stich lassen“
In the spirit of unity, the phrase "one heart and one soul" reflects the deep connection between two individuals, symbolizing that although they may be distinct, they are fundamentally intertwined Their hearts beat in harmony, embodying a shared essence, much like two golden hearts residing within a humble abode.
Phra 5 „bei jemandem einen Stein im Brett haben“: cảm nắng
Phra 6 „einen Narren an jemandem/etwas gefressen haben“: Anh em cây khế, Ăn quả lừa, Niềm tin đặt nhầm chỗ
Phra 7 „für jemanden die Hand ins Feuer legen“: Anh hùng cứu mỹ nhân
Phra 8 „wie Hund und Katze“: Như chó với mèo
Câu nói "mit jemandem durch dick und dünn gehen" thể hiện tinh thần đồng cam cộng khổ, nghĩa là cùng nhau trải qua mọi khó khăn và thử thách Nó nhấn mạnh sự gắn bó trong tình bạn, với ý nghĩa "có phúc cùng hưởng, có họa cùng chịu" Hình ảnh "tối lửa tắt đèn có nhau" và "chia ngọt sẻ bùi" cho thấy sự hỗ trợ lẫn nhau trong những lúc khó khăn Câu thành ngữ "đồng tử đồng sinh" và "thương người như thể thương thân" cũng phản ánh tình cảm sâu sắc giữa những người bạn, khẳng định rằng tình bạn chân thành luôn đứng vững qua mọi biến cố.
For this task, the students worked in groups of three From my observation, they actively participated and engaged in dynamic discussions They were eager to find Vietnamese equivalents, although not all of the phrases they identified seemed to be true Vietnamese idioms or expressions (such as "đánh rơi con tim," "con tim gục ngã," "thả thính," "say nắng," and "anh hùng cứu mỹ nhân").
„jemanden im Stich lasen“ haben sie keine passende Äquivalent gefunden c Festigungsphase
(1) KTN bilden vollstọndige Phraseologismen, indem sie passende Verben und Nomen oder Prọpositionen finden mỹssen
During the execution of the task, the participants faced challenges when all nine phraseologisms were printed in a single color and only one word was displayed on the card They needed to determine the correct word to begin each phraseologism, considering whether to use "jemanden" or "jemandem," and whether to use "eine" or "die." As a result, each group took longer than the planned five minutes to complete the task The process would have been less complicated if each phraseologism had been printed in a different color.
(2) Arbeitsblatt 3: Welche Sọtze gehửren zusammen?
Die KTN sollen die Bedeutung aller vermittelten Phraseologismen beherrschen, um die Aufgabe lửsen zu kửnnen Die Satzstruktur, die Zeitform kửnnen sie ỹberdies dabei unterstützen Das Ergebnis lautet:
Anzahl der richtige Sọtze Anzahl der KTN Prozent
Table 7: Results of the Consolidation Phase Only a quarter of the participants formed all sentences correctly Five participants successfully created seven correct sentences Those who achieved only six or five correct sentences explained that they misunderstood some sentences and did not pay attention to the correspondence of sentence structures (if then; said that), particularly regarding the alignment of personal pronouns in both parts of the sentences.