Einleitung
Problemstellung und Zielsetzung
Negation has long been a central focus of linguistic research, representing a complex area within the field While negation is present in every natural language, its manifestations vary significantly across different languages This variation often leads to challenges for language learners, particularly for Vietnamese students studying German As a German instructor, I have observed that these learners frequently confuse German negation forms, such as mixing up "kein" with "nicht" and "nicht" with "nichts." Additionally, determining the correct placement of negation poses further difficulties for these students.
Negationswortes nicht im Satz auch ein groòes Problem beim Deutschlernen
From the perspective of the instructor, it is essential to compare the negation methods in German and Vietnamese to identify both the similarities and particularly the differences between the two languages Additionally, it is anticipated that the errors made by Vietnamese students in using German negation will be analyzed more closely, and the proposed solutions provided in this work will help prevent these mistakes.
This article aims to provide a comprehensive overview of negation methods in German and Vietnamese by comparing the two languages It highlights both the similarities and differences in their approaches to negation, contributing valuable insights to the understanding of these linguistic features.
This research project aims to analyze the errors made by Vietnamese learners of German in the use of German negation tools It seeks to identify the types of errors, investigate their causes, and develop solutions to prevent these mistakes Overall, the study has two main objectives.
Ziel 1: Vergleichende Negationsmittel im deutschen und im Vietnamesischen
Ziel 2: Ermittlung der wichtigen Fehlertypen von vietnamesischen
Deutschlernenden beim Gebrauch der deutschen Negationsmittel sowie deren Ursachen und Erarbeitung der Lửsungsvorschlọge
Forschungsstand
Wie beschrieben, befassen sich seit langem viele Wissenschaftler mit dem Thema
Negation is a key focus for many linguistic researchers, who explore its syntax and semantics Notable scholars in this field include Helbig, Buscha, Albrecht, Jacobs, Sommerfeldt, Schreiber, Starke, Engel, Eroms, Eicher, Bünting, Weinrich, Gửtze, Hess-Lỹttich, and the Duden editors, among others.
In fast allen didaktischen Grammatikbüchern für den DaF-Unterricht wird die
Negation auch als ein wichtiger Inhalt betrachtet und deshalb auf vielen Seiten beschrieben 15
8 vgl Sommerfeldt/Schreiber/Starke (1991: 90ff)
13 vgl Gửtze/Hess-Lỹttich (1999: 331ff)
The article references various studies and publications that contribute to the understanding of the topic at hand Notable works include Lemcke and Rohrmann (2006), Buscha and Szita (2010, 2011), Clamer, Heilmann, and Rüller (2006), and Braun, Doubek, and Vitale (2012) Additional insights are provided by Fandrych and Tollowitz (2000), Frangou, Kokkini, and Petrowa (2008), as well as Rusch and Schmitz (2007) Other significant references include Billina, Brill, and Techmer (2010), Fleer (2008), Jin and Voò (2013), and Gottstein-Schramm, Kalender, and Specht (2010), along with Gütze and Hess-Lüttich (1999) These sources collectively enhance the discourse surrounding the subject matter.
Hentschel emphasizes the relationship between negation and interrogation, while Blühdorn focuses on the informational structure of negation Additionally, Blühdorn, in collaboration with Lohnstein, highlights the significance of negation concerning truth and emphasis According to Pohl, this interplay is crucial for understanding the broader implications of negation in communication.
Negation nicht nur um Semantik, sondern auch um Pragmatik handeln 19
The negation in Vietnamese has been extensively studied by numerous linguists, particularly in comparison to German Notable scholars in this field include Nguyễn Đức Dõn, Nguyễn Thị Lương, Diệp Quang Ban, Nguyễn Kim Thản, Hoàng Trọng Phiến, Lê Quang Thiêm, Nguyễn Phú Phong, Cao Xuân Hạo, and Nguyễn Văn Chính.
Given the abundance of literature on negation, one might question the value of further exploration into this extensively studied topic However, it is evident that research on negation primarily focuses on the German language, with little comparative analysis involving other languages Notably, there has been no systematic comparison of negation methods between German and Vietnamese Additionally, there is a lack of empirical studies addressing the errors made by Vietnamese learners of German in using German negation forms Therefore, this research project aims to contribute to filling these gaps in the existing literature.
21 vgl Nguyễn Thị Lương (2006: 180ff)
22 vgl Diệp Quang Ban (1989: 239ff), Vgl Diệp Quang Ban (2004: 251ff)
23 vgl Nguyễn Kim Thản (2008: 144ff)
24 vgl Hoàng Trọng Phiến (2008: 336ff)
25 vgl Lê Quang Thiêm (2004: 239ff)
26 vgl Nguyễn Phú Phong (2002: 191ff)
27 vgl Cao Xuân Hạo (2007: 520ff)
Methodisches Vorgehen
This article compares the negation methods in German and Vietnamese by summarizing existing knowledge discursively and inductively It discusses and contrasts the theses of various linguists regarding negation in both languages, highlighting the similarities and differences between German and Vietnamese negation techniques.
Zum Erreichen des zweiten Ziels der Arbeit werden folgende Schritte durchgeführt, die laut Tekin 29 und Bùi Mạnh Hùng 30 zu der Fehleranalyse (auch Fehlerlinguistik) gehửren:
1 Fehlererfassung und -identifizierung, Fehlerbeschreibung und –klassifizierung ( Fehlertypenfindung),
The first step involves identifying the types of errors made by Vietnamese students in their use of negation in German through a test Following this, the article explores potential causes of these errors, primarily based on the differences between German and Vietnamese negation words identified in the initial analysis Finally, the article offers tips for avoiding these errors, grounded in the previously discussed causes.
Aufbau der Arbeit
Ausgehend von den in 1.1 beschriebenen Zielsetzungen ergibt sich die folgende Grobgliederung der vorliegenden Arbeit: Die Arbeit besteht aus zwei Hauptteilen:
Im ersten Teil wird ein Vergleich zwischen den deutschen und den vietnamesischen Negationsmitteln vorgenommen Es wird dabei zunọchst der zentrale Begriff der
5 vorliegenden Arbeit Negation beleuchtet Danach wird ein ĩberblick ỹber die
This article explores negation tools in German and Vietnamese, focusing on commonly used forms such as negation adverbs, pronouns, particles, prepositions, and equivalents It compares the negation methods in both languages to identify their similarities and differences, providing insights into how negation functions across these two linguistic contexts.
Der zweite Teil beschọftigt sich mit der Fehleranalyse: Erstens ist der Begriff
The article focuses on analyzing errors made by Vietnamese learners of German A questionnaire will be administered to identify the types of mistakes these learners commonly make Finally, the article will discuss the underlying causes of these errors and provide tips for avoiding them.
Negationsmittel im Deutschen und im Vietnamesischen
Zum Begriff Negation und seiner Abgrenung
The term "negation" is utilized not only in linguistics but also across various fields such as philosophy, mathematics, computer science, cultural studies, and psychology Therefore, it is essential to define negation as a specific linguistic subject in this work.
In linguistics, negation refers to the act of denial, confirming the absence of objects, phenomena, or events through specific negation tools This confirmed absence can pertain to real or imaginary entities and their characteristics.
32 Duden-Wửrterbuch (1989), Gửtz/Haensch/Wellmann (2010: 792),
33 vgl Lê Quang Thiêm (2004, 239), vgl Diệp Quang Ban (1989: 239)
Als Nọchstes soll kurz angedeutet werden, was alles zum Themenkreis Negation in der Sprache gehửrt Duden-Grammatik beschreibt Negation im Hinblick auf vier folgende Erscheinungen: 34
Bsp.: Anna fragt: “Kommst du mit mir ins Theater?” – “Ich muss noch meine
Mit ihrer Antwort “verneint” Marie, dass sie mit Anna ins Theater kommt Diese
"Negation" is not directly expressed through a linguistic negation tool; rather, it can only be understood in the context of the question In this case, Marie could have simply shaken her head instead of rephrasing This can be referred to as communicative or pragmatic negation.
In this context, many opposites appear, particularly with adjectives such as beautiful – ugly and expensive – cheap These antonyms cannot be expressed using "un-." Instead, they can only be framed as: beautiful – not beautiful / not ugly – ugly, and expensive – not expensive / not cheap – cheap.
Einige Verben werden als implizite lexikalische Negationstrọger betrachtet und bewirken deshalb die Negation des ihnen untergeordneten Satzes (Nebensatz oder Infinitivkonstruktion), beispielsweise ablehnen, verbieten, verneinen, verzichten, usw 36
- Negation als morphologische Erscheinung: freundlich – unfreundlich, Raucher – Nichtraucher, Erfolg – Misserfolg
In the provided word pairs, the second word includes a negation element, which may be a prefix such as un-, ir-, miss-, or a suffix like -less or -free This reflects a phenomenon in word formation.
Ich verstehe dich nicht ( Es ist nicht der Fall, dass ich dich verstehe.)
The first sentence lacks the negation word, which allows for a rephrasing in the second sentence where the entire statement is negated Such phenomena are governed by syntactic rules.
Helbig and Buscha highlight a crucial aspect of negation: the semantic description They argue that the common semantic feature of all negation words is their ability to express the speaker's negative stance towards the content of a statement Negation can either negate the entire sentence (sentence negation) or just a part of it (part negation).
Er kommt heute nicht (Satznegation)
Er kommt nicht heute, sondern morgen (Satzteilnegation)
The two linguists emphasize that negation words differ not only in their syntactic categories but also in their semantics For instance, "nobody" implies the expectation of people, while "nothing" indicates that the context pertains to objects.
Aus den bisherigen Ausführungen lassen sich erkennen, dass zum Bereich der
Negation eine sehr groòe und heterogene Gruppe von sprachlichen und auch auòersprachlichen Phọnomenen gehửrt, die im Zusammenhang der vorliegenden
Not all aspects can be considered equally in this work, as it must focus solely on linguistic elements, excluding pragmatic phenomena Pragmatic negation occurs not only through verbal means but also through nonverbal cues, such as head shaking Additionally, analyzing the relationship between a statement and its context to identify negation is both challenging and time-consuming.
The article notes that the morphological aspects of negation are not considered in the study This exclusion is justified as the empirical part of the research focuses on Vietnamese students in their second year of German studies, who have not yet engaged with the subject of morphology Therefore, it would be inappropriate to assign them tasks that require knowledge of German morphology for their solutions.
Zusammenfassend widmet sich die vorliegende Arbeit nur den lexikalischen, semantischen und syntaktischen Ebenen der Negationsmittel im Deutschen und im Vietnamesischen.
Die deutschen und die vietnamesischen Negationsmittel
2.2.1.1 Das wichtigste Negationsmittel im Deutschen
Blühdorn stellt fest, dass der wichtigste Negationsausdruck des Deutschen nicht ist 42 Die gleiche Meinung vertritt Weinrich mit der Behauptung “nicht ist das
41 Nach dem Lehrplan der deutschen Abteilung der Universitọt Hanoi befassen sich die Studenten erst im dritten Studienjahr damit.
9 họufigste Negationszeichen der deutschen Sprache” 43 Dazu wird nicht laut Eroms als der hauptsọchlichste Negator im Deutschen angesehen 44
In German, the focus is not always on negation, making it challenging for learners to determine the position of "nicht" within sentences Many German language students struggle to distinguish between sentence negation (total negation) and partial negation (also known as sentence part negation, special negation, word negation, or constituent negation).
In sentence negation, the entire sentence is negated, while in partial sentence negation, only a specific part is denied This article will outline key rules regarding the placement of "not" in both complete and partial sentence negation.
In sentence part negation, "not" does not directly precede the negated element, which can be a sentence component, part of a component, or a word part, but it never comes before the finite verb; otherwise, this "verb negation" would automatically turn into sentence negation For example, "not" appears before a word part: "He is not transferring, but rather changing." It also precedes a sentence component: "He does not drive by car, but by bus." Additionally, "not" is placed before a part of a component: "He did not meet her before, but after the performance."
Die Satzteilnegation wird i d R durch eine (intonatorische) Hervorhebung, 47 eine vorher schon gegebene Situation oder den nachher eingeleiteten Korrektursatz mit
45 vgl Helbig/Buscha (2001: 548ff), Clamer/Heilmann/Rửller (2006: 144), vgl Sander/Braun/Doubek (2012:
69), vgl Buscha/Szita (2011: 191), vgl Fleer (2008: 94), vgl Frandrych/Tollowitz (2000: 42), vgl Gửtze/Hess-Lỹttich (1999: 491), vgl Engel (2004: 548), vgl Sander/Braun/Doubek (2012: 69)
10 sondern 48 bzw aber 49 verlangen, die als restriktive Konjunktoren genannt werden 50
Die Hervorhebung des der Negation folgenden negierten Gliedes und die kontrastive Fortsetzung des Satzes werden von Helbig/Buscha als zwei Zeichen der Satzteilnegation betrachtet 51
Wir treffen uns nicht heute (aber/sondern morgen.)
The content emphasizes the distinction between sentence negation and phrase negation as highlighted by Clamer, Heilmann, and Rửller Gửtze and Hess-Lüttich advocate for the use of "sondern" in written language for clarity They assert that when no particular part of a sentence is emphasized, it indicates sentence negation, meaning the entire sentence is negated, and therefore, a continuation with "sondern" would not occur.
Das Negationswort nicht als Satznegation strebt nach dem Satzende 55 und bildet zusammen mit dem Finitum eine Klammer, die andere Satzelemente einschlieòt Man kann hier von einer Negationsklammer sprechen 56
Der Prọsident ỹberreichte gestern dem Sieger die Goldmedaille wegen Dopingverdachts nicht
47 vgl Helbig/Albrecht (1993: 30), vgl Fleer (2008: 94), Helbig/Buscha (1996: 518)
48 vgl Duden (6 Auflage) (1998: 781), vgl Sander/Braun/Doubek (2012: 69), vgl Rusch/Schmitz (2007:
50 vgl Wertenschlag/Müller u.a (CD-Rom, funktionale Grammatik, “Negieren”)
51 vgl Helbig/Buscha (1996: 518), Helbig/Buscha (2001: 548f)
55 vgl Sander/Braun/Doubek (2012: 69), vgl Buscha/Szita (2011: 191), vgl Frandrych/Tollowitz (2000: 42), vgl Gửtze/Hess-Lỹttich (1999: 489), vgl Sander/Braun/Doubek (2012: 69), vgl Clamer/Heilmann/Rửller (2007: 151)
In der Regel steht die Satznegation nicht nach den reinen Kasusobjekten
In German grammar, the placement of "nicht" varies depending on the object case It follows the accusative object, as in "He does not find the book." It also comes after the dative object, exemplified by "They do not help the children." Additionally, "nicht" is positioned after the genitive object, as seen in "They do not commemorate the victim." Understanding these placements is essential for proper sentence structure.
In German sentence negation, the negation "nicht" is placed before the second predicate part, the prefix, the infinitive, the participle, and the predicative adjective For example, one would say, "Er schreibt den Text nicht ab," instead of "Er schreibt den Text ab nicht." Similarly, "Er kann den Text nicht lesen" is correct, while "Er kann den Text lesen nicht" is not Additionally, one should say, "Er hat den Text nicht verstanden," rather than "Er hat den Text verstanden nicht." The correct structure also applies to predicative adjectives and noun phrases in functional verb constructions, such as "Sie war im letzten Jahr nicht krank," instead of "Sie war im letzten Jahr krank nicht."
Man kann die Maschine nicht in Betrieb nehmen vor den festen lexikalisierten Verbverbindungen 61 :
Er fọhrt nicht Auto (*Er fọhrt Auto nicht.)
Er nahm nicht Abschied (*Er nahm Abschied nicht)
57 vgl Helbig/Buscha (2001: 550), vgl Clamer/Heilmann/Rửller (2006: 144), vgl Perlmann-Balme/Schwalb (2008: 66)
58 vgl Sander/Braun/Doubek (2012: 69), vgl Buscha/Szita (2011: 191), vgl Frandrych/Tollowitz (2000: 42), vgl Helbig/Buscha (2001: 549), vgl Clamer/Heilmann/Rửller (2006: 144), vgl Clamer/Heilmann/Rửller (2007: 151), vgl Perlmann-Balme/Schwalb (2008: 66) vgl Gửtze/Hess-Lỹttich (1999: 490)
59 Funktionverbgefỹge (Abk: FVG) ist syntaktische Fỹgung, die aus einem prọpositionalen Objekt und einem Funktionsverb besteht (laut Buòmann, 2008: 209)
Er wird nicht Lehrer (*Er wird Lehrer nicht.)
The driver's license is not considered a passport He is not interested in music She does not live in Berlin.
He does not travel to Hamburg He does not place the book on the table The meeting does not last the entire day.
Im Gegensatz zu den meisten Linguisten sind Helbig/Buscha der Ansicht, dass die Satznegation nicht sowohl vor als auch nach Prọpositionalergọnzung stehen kann: 67
Er erinnert sich nicht an mich = Er erinnert sich an mich nicht
Helbig and Albrecht previously supported this viewpoint, noting that in the placement of negation, sentence and special negation coincide before the prepositional object They emphasized that these can only be distinguished through intonation and/or contrast.
Auòerdem fỹgen Helbig/Albrecht hinzu, dass nicht bei Satznegation vor oder hinter den freien lokalen Angaben stehen kann, unabhọngig davon, ob diese eine
Prọpositionalgruppe oder ein Adverb ist:
Er trifft sie im Café (dort) nicht (Satznegation)
63 vgl Buscha/Szita (2011: 191), vgl Frandrych/Tollowitz (2000: 42), vgl Clamer/Heilmann/Rửller (2006:
144), vgl Clamer/Heilmann/Rửller (2007: 151), vgl Perlmann-Balme/Schwalb (2008: 66)
64 Vgl Clamer/Heilmann/Rửller (2006: 144), vgl Clamer/Heilmann/Rửller (2007: 151), vgl Buscha/Szita (2011: 191), vgl Lemcke/Rohrmann (2006: 18), vgl Helbig/Buscha (2001: 550)
65 vgl Clamer/Heilmann/Rửller (2006: 144), vgl Clamer/Heilmann/Rửller (2007: 151), vgl Helbig/Buscha (2001: 550)
66 vgl Helbig/Albrecht (1993: 35), Helbig/Buscha (1996: 521)
Er trifft sie nicht im Café (dort), weil er verhindert war (Satznegation)
Er trifft sie nicht im Cafộ (dort), sondern auf der Straòe (Satzteilnegation)
2.2.1.2 Das wichtigste Negationsmittel im Vietnamesischen
In Vietnamese, the word "chẳng" historically played a crucial role in negation However, over time, the language has evolved Since the seventeenth century, the Chinese word "không" has gained prominence, taking on the meaning of negation in modern usage.
In Vietnamese, "leer" is recorded as a negator, and over time, it has frequently replaced "chẳng." In contemporary Vietnamese, "không" is regarded as the primary means of negation Similar to German, the placement of the negator "không" in a sentence is crucial for distinguishing between sentence negation and constituent negation In sentence negation, "không" precedes the predicate, which is considered the main part of the sentence, while other components, including the subject, are viewed as secondary elements.
Lan không làm bài tập về nhà (Lan hat die Hausaufgaben nicht gemacht.)
In Vietnamese sentence negation, the negation particle "không" precedes secondary sentence elements For instance, it can appear before the subject, as in "Không phải tôi nói thế" (Not I said that, but he did) It can also be placed before adverbs, such as in "Nó viết không đẹp" (He does not write beautifully).
70 vgl Nguyễn Phú Phong (2002: 192), vgl Trương Chính (2009: 115)
71 vgl Nguyễn Phú Phong (2002: 192), vgl Nguyễn Minh Chính (2006: 92)
Nguyễn Phú Phong (2002: 192) bemerkt jedoch, dass chẳng in der Mường-Sprache, die mit dem
Vietnamesischen sehr verwandt ist, noch die wichtigste Rolle bei der Negation spielt.
Nguyễn Kim Thản (2008: 145) vertritt aber die Meinung, dass man von Satznegation besprechen kann, wenn die Prọdikation, das Subjekt oder der ganze Satz verneint wird
In Vietnamese, the negator "không" rarely appears directly before the object, leading to infrequent negation of objects Instead, Vietnamese speakers commonly negate the predicate.
Ich habe kein Geld = Tôi không có tiền (*Tôi có không tiền.)
Oder man kann zusammen mit không noch das Begleitwort phải benutzen In diesem Fall kommt am Satzende họufig noch eine konstrastive Forsetzung mit mà là vor: 76
Tôi muốn mua không ph ả i sách mà là báo
(Ich mửchte keine Bỹcher, sondern Zeitungen kaufen.)
Không steht normalerweise nur vor dem Verb, z B.: không học (nicht lernen), khụng ăn (nicht essen) oder vor dem Adjektiv: khụng đẹp (nicht schửn), khụng giỏi
(nicht gut) 77 Selten steht không unmittelbar vor einem Nomen: không gia đình (ohne Familie), không bạn bè (ohne Freunde) 78
Es ist jedoch anzumerken, dass auòer khụng im Vietnamesischen noch viele andere Negationswửrter, die vor dem Negierten stehen kửnnen, um eine Satz- oder Satzteilnegation zu bilden: 79
Tụi khụng/ch ẳ ng/ch ả biết việc này (Ich weiò das nicht.)
Ch ẳ ng ph ả i tôi gọi cho anh mà là vợ tôi (Nicht ich habe dich angerufen, sondern meine Frau.)
Insgesamt lọsst sich sagen, dass sowohl das Deutsche, als auch das Vietnamesische ỹber Satz- und Sondernegation verfỹgen, die họufig durch die Position des
Negationswortes nicht und không unterschieden werden Für die Vietnamesen ist
75 vgl Diệp Quang Ban (2004: 264), vgl Diệp Quang Ban (1989: 243)
76 vgl Diệp Quang Ban (2004: 264), vgl Diệp Quang Ban (1989: 243)
77 vgl Lê Quang Thiêm (2004: 240), vgl Nguyễn Hữu Quỳnh (2001: 159), vgl Hoàng Trọng Phiến (2008:
338), vgl Siriwong Hongsawan (2010: 156), vgl Nguyễn Văn Chính (2010: 219), vgl Nguyễn Minh Chính (2006: 90)
79 vgl Nguyễn Hữu Quỳnh (2001: 159), vgl Nguyễn Văn Chính (2010: 219), vgl Hoàng Trọng Phiến (2008:
338), vgl Lê Quang Thiêm (2004: 240), vgl Siriwong Hongsawan (2010: 156f), vgl Nguyễn Thị Lương (2006: 211)
The word order in German, particularly regarding the placement of the negator "nicht," is generally complex Consequently, it is likely that Vietnamese learners of German face numerous challenges in determining the correct position of "nicht" within sentences.
According to Engel, sentence equivalents are "unchanging words that can form an expression on their own and can be interchanged with sentence-like expressions." In German, the negated response particle "nein" is considered a sentence equivalent, as it serves as a negation counterpart to the affirmation word "ja" in binary responses.
Opposition steht und auch eine freie Form ist, die nicht in eine Verbalklammer eingebunden wird und einem negierten Satz entspricht: 82
Kommst du mit? - Nein (= Ich komme nicht mit.)
Die Umschreibung von nein lautet: “Das ist nicht der Fall”, 83 “Das/Es ist nicht wahr/erwünscht” oder “Das akzeptiere ich nicht” 84
Am họufigsten reagiert man mit dem Negationswort nein genau wie mit dem
Bejahungswort ja auf eine Frage, 85 nọmlich auf eine Entscheidungsfrage 86 Wenn die in der Frage enthaltenen Information bereits mit einer Negation versehen ist, bestọtigt der Negator nein die voraufgehende Negation: 87
Ist es nicht nửtig, eine Aufenthaltsgenehmigung zu beantragen? - Nein (, es ist nicht nửtig.)
83 vgl Duden-Grammatik (2005: 921), vgl Blühdorn (2012: 22)
87 vgl Weinrich (2003: 865), vgl Braun/Doubek/Vitale (2012: 56), vgl Fandrych/Tollowitz (2000: 42), vgl Lemcke/Rohrmann (2006: 21), vgl Clamer/Heilmann/Rửller (2007: 155)
Aber wenn man eine verneinte Äuòerung widersprechen mửchte, muss man das Affirmationswort doch verwenden 88 Doch zeigt die Negation der Negation an 89
Ist das richtig? - Ja (, das ist richtig.) / Nein (, das ist nicht richtig.)
Ist das nicht richtig? - Doch (, das ist richtig.) / Nein (, das ist nicht richtig.)
Fehleranalyse
Zum Begriff Fehler
In the context of language learning, the term "error" frequently arises, prompting the question of its definition and how it can be distinguished from "non-errors." Linguistics offers various definitions and explanations for this concept Although a unified definition of "error" remains elusive, several key approaches to its characterization are presented here.
In the field of linguistics, errors are defined as deviations from the norms of the target language However, the concept of "norm" is not clearly explained in this context According to Hundt, characteristics of the norm include high acceptability within the linguistic community, frequent usage, and codification across all grammars Coseriu also contributes to this understanding of linguistic norms.
Norm normale, gelọufige Realisierungen in der Sprachgemeinschaft 155
Helbig emphasizes the importance of the system and communication, noting the distinction between system-relevant errors that disrupt communication and those that are system-irrelevant and do not affect communication A total of 156 system-relevant errors, also known as system faults, are identified as violations against the established protocols.
The rules of a language system can lead to misunderstandings or alternative interpretations of a statement Significant deviations from the correct form may result in homonymy, where different meanings arise from similar forms In contrast, system-irrelevant errors, also known as norm errors, do not violate the fundamental rules of the language system but rather specific realization norms, allowing the communication to remain understandable This distinction between system-relevant and system-irrelevant errors is crucial in understanding language clarity and coherence.
When defining the term "error," it is essential to consider not only adherence to linguistic norms but also the clarity of communication with interlocutors.
Corder provides a definition of errors by distinguishing between mistakes and errors He explains that mistakes are unsystematic errors caused by physical or psychological factors, while errors are systematic errors resulting from a lack of knowledge in the target language This distinction is echoed by other linguists such as Chomsky, Kleppin, Selinker, and Kielhüfer, who also differentiate between competence errors.
Competence errors are mistakes that learners cannot recognize themselves, often due to not having learned a particular structure or misunderstanding a concept In contrast, performance errors are typically mistakes that learners can identify and correct once they are made aware of them Linguists agree that competence errors are a necessary part of the foreign language acquisition process, as they represent systematic errors Conversely, performance errors are seen as unsystematic random mistakes, often arising from fatigue or haste, and are considered less significant in foreign language acquisition research.
Nach unterschiedlichen Kriterien hat Kleppin die Definitionen von Fehlern noch wie folgt untergeteilt:
Correctness can be defined in several ways: a) it refers to a deviation from the language system; b) it signifies a departure from the established linguistic norms; and c) it represents a violation of the accepted ways of speaking and behaving within a language community, known as descriptive norms.
2 Verstọndlichkeit d) Ein Fehler ist das, was ein Kommunikationspartner nicht versteht e) Ein Fehler ist das, was ein Muttersprachler nicht versteht
3 Situations- angemessenheit h) Ein Fehler ist das, was ein Muttersprachler in einer bestimmten Situation nicht sagen oder tun würde [pragmatische Norm]
4 Unterrichts- abhọngige Kriterien f) Ein Fehler ist das, was gegen Regeln in Lehrwerken und Grammatiken verstửòt [prọskriptive Norm] g) Ein Fehler ist das, was ein Lehrer als Fehler bezeichnet i) Ein Fehler ist das, was gegen die Norm im Kopf des Lehrers verstửòt
5 Flexibilitọt j) Fehler sind relativ Was bei einer Lerngruppe in einer bestimmten Unterrichtsphase als Fehler gilt, wird bei einer anderen in einer anderen Phase toleriert
Tabelle 1: Definitionen von Fehlern (verọndert nach Kleppin) 164
It is important to note that Kleppin's definitions overlap in certain aspects What a communication partner fails to understand may violate a grammatical rule or contradict the norms of behavior within a language community.
It can be concluded that providing a universally valid definition of errors is challenging In the context of foreign language teaching, particularly in German as a Foreign Language (DaF) instruction, errors are understood as deviations from language norms and systems In this sense, errors are defined as discrepancies that occur during the learning process.
• Verstửòe gegen die Regeln des Sprachsystems, durch die die Äuòerung unverstọndlich wird oder etwas anders verstanden werden kann als das Gemeinte,
• Verstửòe gegen bestimmte Realisierungsnormen, so dass die Äuòerung noch verstọndlich sind,
• Verstửòe gegen die Regeln in allen Grammatiken,
• Sprachliche Formen, die geringe Akzeptanz der Sprachgemeinschaft, niedriges Họufigkeitsvorkommen haben.
Konstruktion der Testaufgaben
The choice to use a test instead of other data sources, such as essays written by Vietnamese students learning German, is primarily due to the limited variety of errors made by students in their use of German negation Typically, students' essays contain only a few common mistakes, such as the incorrect placement of "nicht" in sentences or the confusion between "nicht" and "kein."
Unterschiede zwischen den Negationsmitteln im Deutschen und im Vietnamesischen angenommen wurde, dass es noch viele andere Fehlertypen gibt
The test tasks were developed based on the hypotheses regarding potential errors made by Vietnamese students learning German, as well as the mistakes identified in their essays concerning the use of German negation This test is considered the most effective solution for identifying the types of errors made by learners.
Long-term observations in the teaching and learning process of German as a foreign language reveal that errors involving negation are prevalent in the essays of many Vietnamese learners across various proficiency levels The following examples will illustrate this issue.
- *Ich bin krank, deshalb kann ich nicht die Schule besuchen
(Ich bin krank, deshalb kann ich die Schule nicht besuchen.)
- *Ich kann nicht dich anrufen, weil ich kein Handy habe
(Ich kann dich nicht anrufen, weil ich kein Handy habe.)
- *Ich lese nicht Buch, weil ich es langweilig finde
(Ich lese das Buch nicht, weil ich es langweilig finde.)
- *Ich mửchte dich anrufen, aber ich habe nicht deine Telefonnummer
(Ich mửchte dich anrufen, aber ich habe deine Telefonnummer nicht.)
- *… , obwohl es perfekt nicht ist
(… , obwohl es nicht perfekt ist.)
- *Wenn das Gedicht sehr schlecht wọre, wỹrde kein man es lesen
(Wenn das Gedicht sehr schlecht wọre, wỹrde niemand es lesen.)
- *Wenn kein man mich lieben wỹrde, wọre ich allein
(Wenn niemand mich lieben wỹrde, wọre ich allein.)
- * Mein Handy hat nichts funktioniert, weil es nass geworden ist
(Mein Handy hat nicht funktioniert, weil es nass geworden ist.)
Vietnamese learners of German struggle with negation, as evidenced by feedback from colleagues in the German department at Hanoi University, indicating that even advanced students face challenges To address this issue, a list of common errors made by Vietnamese students in using German negation was compiled and categorized into different types Based on these error types, test tasks were developed, primarily derived from German grammar resources.
Die Testaufgaben dienen dazu, die Hypothesen über die Fehler der vietnamesischen Deutschstudierenden bei der Verwendung der deutschen Negationsmittel zu ỹberprỹfen Die bestehen aus sieben folgenden ĩbungen:
In the initial exercise, participants were asked to negate given statements using "kein" or "nicht." This approach aimed to assess whether students still encounter difficulties in selecting between these two commonly used negation forms in German For example, the task included negating the statement: "I have his phone number."
166 vgl Schmitt (2001: 32ff); vgl Clamer/Heilmann (2006: 144); vgl Lemcke/Rohrmann (2006: 18); vgl Helbig/Buscha (2001: 544ff); vgl Helbig/Buscha (1997: 195); vgl Billina/Brill/Techmer (2010: 97); vgl Fleer (2008: ); vgl Jin/Voò (2013: 41)
45 b) Er kann Ski laufen Er kann ……… c) Sie braucht dieses Wửrterbuch Sie braucht ……… ………… d) Er arbeitet als Kellner Er arbeitet
………… ……… e) Das ist eine schlechte Idee Das ist
……… ……… f) Heute gibt es viele interessante Filme Heute gibt es ……… g) Eine Bahnverbindung nach Kuhdorf gibt es
……… h) ………… essbare Pilze sind ………… alle giftig i) ………… geimpfte Tiere lọsst man ………… ỹber die Grenze nach Skandinavien
In the context of using possessive articles (1a) and definite articles (1c), statements can only be expressed in the affirmative, as negation is not applicable to nouns with definite or possessive articles Conversely, the term "no" can only be used with nouns that have an indefinite article.
(1a): Ich habe seine Telefonnummer Ich habe seine Telefonnummer nicht
(1c): Sie braucht dieses Wửrterbuch Sie braucht dieses Wửrterbuch nicht
Daher muss man beim Item (1e), in dem ein unbestimmter Artikel vorhanden ist, kein- verwenden:
(1e): Das ist eine schlechte Idee Das ist keine schlechte Idee
In sentences (1b) and (1d), the absence of an article does not allow for the use of "kein." Specifically, in (1b), the combination of the verb "laufen" and the accusative object "Ski" forms a fixed expression that does not exhibit object characteristics and cannot be substituted by a verb Therefore, "kein" should not be used in this context.
(1b): Er kann Ski laufen Er kann nicht Ski laufen
In (1d) muss man aber die Struktur “als + Berufsbezeichnungen” immer mit nicht verneinen, statt nur das Nomen der Berufsbezeichnung zu negieren 170
(1d): Er arbeitet als Kellner Er arbeitet nicht als Kellner
Mit (1g) wird ermittelt, ob die Studenten den Ausdruck viele interessante Filme mit kein- verneinen, denn die Endung –e in dem Indefinitpronomen viele wie die
Students often focus solely on nouns related to adjectives, leading them to negate these nouns with "kein," such as "keine interessante Filme" or "keine schlechte Idee." The correct forms should be used to convey accurate meanings.
(1g): Heute gibt es viele interessante Filme
Heute gibt es nicht viele interessante Filme
Die letzten drei Items dieser Aufgabe 171 werden als die schwersten betrachtet:
There is a train connection to Kuhdorf, and it is essential not to fill the gap with the particle "nicht." Choosing "kein" instead of "nicht" results in the sentence having two accusative complements: "eine Bahnverbindung" and "das."
Indefinitpronomen kein- Das fỹhrt dazu, dass der vollstọndige Satz mit kein- ungrammatisch ist Auòerdem wird in dem Satz mit nicht noch betont, dass es nicht
47 eine einzige Bahnverbindung nach Kuhdorf gibt: 172 Eine Bahnverbindung nach Kuhdorf gibt es nicht
Anders als bei den anderen Items in dieser ĩbung gibt es bei Item (1h) und (1i) nicht nur eine Lücke, sondern zwei:
(1h): … essbare Pilze sind … alle giftig
(1i): … geimpfte Tiere lọsst man … ỹber die Grenze nach Skandinavien
It is likely that students can easily fill the second gap: not all and not across the border, as there is no noun that needs to be negated, leading one to think of the negation with "not" instead of "no."
In contrast, participants may not recognize what should be negated in the first gap It is likely that they will negate the phrases "edible mushrooms" and "vaccinated animals" with "no," resulting in "no edible mushrooms" and "no vaccinated animals." However, only the attributive adjectives in these expressions need to be negated: "non-edible mushrooms" (mushrooms that are not edible) and "non-vaccinated animals" (animals that are not vaccinated).
(1h): Pilze, die nicht essbar sind, sind nicht alle giftig
(1i): Tiere, die nicht geimpft werden, lọsst man nicht ỹber die Grenze nach Skandinavien
One reason for this is that "kein" cannot be used in these cases because mushrooms and animals are in plural form Therefore, when we do not add "kein" before these nouns, the attributive adjectives "edible" and "vaccinated" typically take the ending "-en" instead of "-e" as seen in the provided sentences.
Mit der zweiten ĩbung werden Kentnisse der Probanden ỹber die Stellung von nicht im Satz ỹberprỹft Die Erstellung dieser ĩbung geht auf die Annahme zurỹck,
48 dass viele Studierende nicht wissen, wo nicht bei der Satz- und Satzteilnegation steht 174 ĩbung 2: Setzen Sie “ nicht” an die richtige Stelle!
The film is not interesting Peter paid the bill yesterday The boss is coming today, but rather tomorrow He is traveling to Hamburg The meeting lasts the whole day I am going to the doctor today, but my friend is He was sick last week He told the story to his son last night, not his daughter He wants to tell the truth.
Dank der Erweiterung mit sondern ist zu erwarten, dass die Sọtze (2b), (2e) und
The use of "sondern" in sentence structures helps participants easily identify negations, as it clearly indicates that a part of the sentence is being negated Typically, "sondern" is employed to introduce an alternative after a negation, making the intended meaning more straightforward.
In categorizing statement A as applicable to statement B, both often share similar characteristics, such as belonging to the same part of speech; if B is an adjective or adverb, A must also be an adjective For example, in the sentence "… the boss … comes … today …, but tomorrow," the adverb "tomorrow" serves as B in the correction with "but." Consequently, A must also be an adverb, and only "today" meets this requirement Therefore, the negation "not" must be placed directly before the relevant term.
Durchführung der Umfrage
Before the study commenced, a pre-test was conducted to evaluate the questionnaire This involved testing the questionnaire with five pre-test participants who closely resembled the target audience These participants were average second-year students from the Faculty of German Language at Hanoi University The pre-test was administered in the presence of the author, who then requested feedback on the questionnaire The entire questionnaire was assessed based on specific criteria.
• Gibt es sprachliche oder lexikalische ĩberforderungen?
Mit Hilfe des Pretests wurde dann der Fragebogen zur besseren Verstọndlichkeit wie folgt überarbeitet:
Teil Im Pretest Im echten Test
Titel Pre-Testaufgabe ĩbungen zu Negationsmitteln im
Verneinen Sie die folgenden Sọtze oder Satzteile mit kein- oder nicht
Verneinen Sie folgende Aussagen mit “kein-“ oder “nicht”! ĩbung
Schreiben Sie die Sọtze bis zum
Vervollstọndigen Sie folgende Sọtze mit “zu + Infinitiv”
Tabelle 2: Verọnderungen der Testaufgaben nach dem Pretest
Additionally, a brief written explanation regarding the purposes of conducting Test Task 203 and some questions based on the responses of test subjects has been added to the new test However, the items of the test tasks remain unchanged The exercises described in section 3.1 are the revised exercises following the pretest.
Nach der ĩberarbeitung wurde die offizielle Befragung gestartet
To minimize stress and pressure on participants, the official questionnaire replaced the term "test" with "exercises." Additionally, students were informed prior to distributing the questionnaires that their responses would not be graded and that the study aimed solely to identify the challenges faced by Vietnamese students learning German in using negation forms.
203 „Hintergrund der vorliegenden ĩbungen ist eine Masterarbeit, die sich mit Schwierigkeiten der vietnamesischen Deutschlernenden bei der Verwendung der deutschen Negationsmittel befasst
Your assistance is crucial for the success of this work Completing the exercises will take approximately 25 minutes Rest assured, your responses will be treated confidentially during data processing and used solely for scientific purposes.
Vielen Dank für Ihre Mitarbeit im Voraus!”
Die Ausfỹllung der Fragebửgen wurde anonym durchgefỹhrt, damit sich mửglichst objektive Feedbacks ergeben
The study involved students from the German Language Faculty at Hanoi University, specifically those in their second year Selection of these participants was based on various factors, particularly their proficiency levels as outlined by the Common European Framework of Reference (CEFR) for Languages, which requires learners to master frequently used negation forms in German from levels A1 to B2 By achieving a B2 level, students can effectively utilize many German negation forms Consequently, second-year German students primarily focus on learning negation words during their first two years of study Thus, those who have studied the most negation forms were chosen as participants for this research.
The survey was conducted during the final session of the second academic year, where nearly all students were present due to important exam preparations A total of 67,205 questionnaires were distributed, with 67 valid responses collected.
During the task completion, the respondents were under strict supervision by the author and four other instructors from the German department at Hanoi University This oversight ensured that they worked independently on the exercises without discussing them with one another, aiming to achieve the most valid results possible.
Ergebnisse
204 vgl Glaboniat/Müller/Rusch/Schmitz/Wertenschlag (2005: CD-Rom, funktionale Grammatik,
Five individuals who had previously completed the pre-test, along with several second-year students currently undergoing military training, were excluded from participating in the survey.
After the survey, the data collected from the completed questionnaires were analyzed This process revealed both anticipated results and some surprising findings The following sections will thoroughly explain the noteworthy insights.
Die Untersuchungsergebnisse haben gezeigt, dass sich die Fehler der Deutschstudierenden bei der Verwendung der deutschen Negationsmittel in 4 folgende Gruppen einteilen lassen:
• Falsche Bestimmung der Position von nicht im Satz 206
• Verwechslungen einiger deutschen Negationsmittel: 207 nicht mit nichts; nicht mit kein-; ohne mit kein-; Verwechslung negierender Gegenteile von bestimmten positiven Ausdrücken
• Falsche Antwort auf eine negative Entscheidungsfrage 208
• ĩberflỹssige Verwendung von Negationsmitteln in Infinitivkonstruktion nach negierenden Verben 209
3.4.1 Der erste Fehlertyp: Falsche Bestimmung der Position von nicht im Satz
Der erste Fehlertyp der Studierenden bezieht sich auf die Stellung von nicht im
Satz, indem sie das Negationspartikel nicht oft an die falsche Position stellen, was sich hauptsọchlich in der zweiten ĩbung des Fragebogens zeigt, deren Ergebnisse durch folgende Tabelle dargestellt werden:
Setzen Sie “ nicht” an die richtige richtige Stellung falsche Stellung nicht bewertbare
206 durch ĩbung 2, ĩbung 1 und ĩbung 3 des Fragebogens
207 nicht mit nichts (durch ĩbung 5 und ĩbung 3 des Fragebogens); nicht mit kein- (durch ĩbung 1); ohne mit kein- (durch ĩbung 3); Verwechslung negierender Gegenteile von bestimmten positiven Ausdrỹcken
Stelle! von nicht von nicht Antworten
2b … der Chef … kommt … heute …, sondern morgen
2d … die Sitzung … dauert … den ganzen
2e … ich … gehe … heute … zum Arzt, sondern mein Freund.
2f … er … war … letzte Woche … krank … 52 14 1
2g … er … hat … gestern Abend … seiner
Tochter … die Geschichte … erzọhlt, sondern seinem Sohn
2h … er … mửchte … die Wahrheit … sagen 20 47 0
Tabelle 3: Falsche Bestimmung der Position von nicht im Satz
The table indicates that some student responses in the surveys are not assessable, primarily because the students did not provide any input in those sections.
Es fọllt zunọchst auf, dass die Befragten in dieser ĩbung sehr viele Fehler machten
It is important to note that many test subjects made errors in sentences (2b), (2e), and (2g), where the continuations using "but" had already been mentioned Over 65 percent indicated that in item (2b), the negation particle was not placed correctly.
63 heute stehen soll, wọhrend sie direkt davor vorkommen muss, um diesen Satzteil zu negieren: Der Chef kommt nicht heute, sondern morgen
Statt ich – eine Nominativergọnzung wie mein Freund verneinen zu mỹssen, haben
90 Prozent der Befragten beim Item (2e) das Negationswort nicht an falsche
Positionen gesetzt Davon negierten fast 80 Prozent der Probanden den Satzteil zum
Arzt: *Ich gehe heute nicht zum Arzt, sondern mein Freund
The results from item (2g) are also surprising Nearly half of the test subjects are unclear about what the negation word "not" is meant to negate in the sentence: “… he … told … the story … to his daughter … last night, but to his son.” Only 55 percent of the students recognized that "not" does not need to precede "his daughter" to negate that part of the sentence, which also includes a dative complement similar to the segment following "but," which refers to "his son."
Auch wenn es sich in den ỹbrigen Items der zweiten ĩbung des Fragebogens keine Fortsetzungen mit sondern, keine bestimmten Situationen oder keine besonderen
Many participants overlooked sentence negation in their responses In item (2a), 16 percent of respondents negated the phrase "yesterday" or the entire statement, resulting in variations such as "Peter did not pay the bill yesterday" or "Peter paid the bill not yesterday."
Ebenso wọhlten 7 von 67 StudentInnen die Satzteilnegation fỹr das Item (2f): “Er war nicht letzte Woche krank.” statt die Satznegation “Er war letzte Woche nicht krank.”
It is important to note that approximately 10 percent of the participants did not adhere to the fundamental rules regarding the placement of negation in sentences Consequently, they incorrectly positioned the negation word "not" after the verb's second part or after the predicate adjective, resulting in sentences like "Peter did not pay the bill yesterday" and "He was not sick last week."
Das Ergebnis für das Item (2d) weist darauf hin, dass mehr als ein Viertel der Befragten nicht bemerkt haben, dass die Satznegation nicht vor den
Adverbialbestimmungen stehen muss, die durch die Valenz eng an das Verb gebunden sind: 212 Die Sitzung dauert nicht den ganzen Tag
The results from item (2c) indicate that nearly half of the participants stated that the directive complement cannot be present, which contradicts the established rule: "He is not going to Hamburg."
More than two-thirds of the participants overlook that the negation word is not required to precede the accusative when it does not serve as a passive object but instead forms a close semantic unit with the verb For example, in the sentence "He did not want to tell the truth," the structure illustrates this grammatical principle.
Although the hypothesis regarding students' errors in determining the correct position of words not at the beginning of a sentence was initially to be confirmed only through Exercise 2, participants inadvertently provided additional examples while completing other exercises in the questionnaire These examples serve as strong evidence supporting the claim of this error type among Vietnamese students learning German.
Anhand einiger Sọtze der Studenten in der ĩbung 1 und ĩbung 3 des Fragebogens ist noch ersichtlich, dass viele Deutschstudierende das Negationswort nicht bei der
In a study, it was observed that participants often placed negations before accusative complements, despite the grammatical rule requiring them to appear afterwards For instance, 11 out of 67 participants incorrectly wrote, "I do not have his phone number." Additionally, nearly 30% of the subjects positioned the negator incorrectly in the sentence "She does not need this dictionary." Furthermore, during a translation exercise, over a third of the students believed that the sentence "I cannot do this task" was acceptable, illustrating common errors in sentence structure related to negation.
Without a dictionary, I cannot complete this task correctly, both grammatically and in content It is important to understand that this involves sentence negation, which does not necessarily require the negation to appear directly before the predicate.
Mehr als ein Fünftel der Probanden gab an, dass die Negationspartikel nicht beim
Item (1d) hinter den Satzteil als Kellner stehen sollte : *Er arbeitet als Kellner nicht , wọhrend sich nicht vor der Kombination zwischen als und
Similar to item (2h), approximately 30 percent of participants in item (1b) were unaware that the negation word must always precede the accusative in fixed verb constructions without object character that cannot be replaced by a verb Consequently, they opted for incorrect solutions such as "He cannot ski not" or "He can ski not."
Initial findings indicate that Vietnamese students of German still face significant challenges in determining the position of the negation particle "nicht" within sentences Additionally, identifying sentence-part negation with "sondern" appears to be a major issue for these students, which is contrary to the author's expectations.
3.4.2 Der zweite Fehlertyp: Verwechslung einiger deutschen Negationsmittel
In German, negation is expressed through various means, which often confuses students Consequently, they sometimes struggle to determine the appropriate negation method for a specific context Using an incorrect negation tool represents the second type of error commonly made by Vietnamese students learning German.
Dieser Fehlertyp lọsst sich in folgende kleinere Gruppen einteilen: Verwechslungen nicht mit nichts; nicht mit kein-; ohne mit kein-; Verwechslung negierender
Gegenteile von bestimmten positiven Ausdrücken
Ergọnzen Sie “ nicht” oder “ nichts” ! richtige Antworten falsche Anworten nicht bewertbare Antworten
5a Der alte Mann ist schwerhửrig, das heiòt, er hửrt … gut
5b Als Geschenk für seine Frau war ihm … gut genug.
5c Auf die Frage des Professors konnte er … antworten
5e Vor der ọrztlichen Untersuchung darf ich
5f Weiòt du denn …, was passiert ist? –
5g Da war ein Sperrschild, aber er hat … bemerkt und fuhr weiter
Tabelle 4: Verwechslung nicht mit nichts
Die Ergebnisse der Untersuchung lassen sich bemerkenswert erkennen, dass alle
Befragten Unsicherheit bei der Unterscheidung der Negationspartikel nicht und dem
67 negierten Pronomen nichts haben Zwar haben 100 Prozent der Versuchspersonen alle gegebenen Sọtze vervollstọndigt, es gab aber keinen einzigen Satz, den alle richtig gebildet haben
Interessant ist, dass über 82 Prozent der Versuchspersonen hielten den Satz (5b)
Ursachen der Fehler
Identifying the causes of errors in language learning is a challenging task, as mistakes can arise from various sources To effectively explain the errors made by Vietnamese students studying German, it is essential to take a comprehensive look at both interlingual and intralingual error sources, including interference factors, as well as specific extralinguistic influences.
Before discussing the specific causes of errors, it's important to clarify the concepts of interference and transfer Transfer refers to the application of previously acquired learning experiences to new situations, as well as the transfer of knowledge between a person's native language and the target language.
223 vgl Tekin (2012: 146), vgl Putzer (1994: 9), vgl Bùi Mạnh Hùng (2008: 60f)
When learning a new foreign language, the influence of previously acquired languages can play a significant role This phenomenon, known as positive transfer, refers to the beneficial effects that prior language knowledge can have on mastering a new language Understanding the dynamics of transfer is crucial for effective language learning strategies.
Sprache auf eine andere verstanden wird) und negativer Transfer (der auch als Interferenz bezeichnet und als den negativen Einfluss einer Sprache auf eine andere betrachtet wird.) 225
Aufgrund der Interferenz 226 (des negativen Transfers 227 ) kommen beim
Vietnamese native speakers often make various mistakes when learning German Some of these errors arise from the differences between the German and Vietnamese languages, known as interlingual interference Others stem from the inherent complexities within the German language itself, referred to as intralingual interference.
To understand the errors made by Vietnamese learners of German in using negation, it is essential to first examine the differences between German and Vietnamese negation methods These differences can lead to interlingual interference, resulting in mistakes.
Error Type 1: The incorrect placement of the negation word "nicht" by Vietnamese learners of German can largely be attributed to differences between the two languages In Vietnamese, the negation word "khong" often precedes the predicate, while in German, the position of "nicht" can vary depending on the sentence structure.
In German, the negation particle "nicht" can occupy different positions within a sentence, which may lead Vietnamese learners of German to struggle with its placement Since "nicht" never appears before the conjugated verb, learners often mistakenly position it at the end of the sentence, where it typically serves to negate the predicate, rather than using it correctly in its intended location.
226 Bùi Mạnh Hùng (2008: 56): “giao thoa”
227 Bùi Mạnh Hùng (2008: 56): “chuyển di tiêu cực”
228 Bùi Mạnh Hùng (2008: 60): lỗi nội ngôn, lỗi tự ngôn ngữ đích
229 vgl Bùi Mạnh Hùng (2008: 60), vgl Tekin (2012: 40)
78 überlegen, was im Satz verneint werden muss, auch wenn es sich um eine Satzteilnegation handelt:
*Peter hat gestern die Rechnung bezahlt nicht
*Der Chef kommt heute nicht, sondern morgen
*Er fọhrt nach Hamburg nicht
*Die Sitzung dauert den ganzen Tag nicht
*Er war letzte Woche krank nicht
*Er hat gestern Abend seiner Tochter die Geschichte nicht erzọhlt, sondern seinem Sohn
*Ich mửchte Fisch essen nicht
Zu Fehlertyp 2: Ein weiterer Unterschied zwischen dem Deutschen und dem
Vietnamesischen besteht darin, dass das Objekt im Vietnamesischen sehr selten verneint wird Normalerweise benutzen die Vietnamesen stattdessen die Verneinung des Prọdikats, beispielsweise:
Tôi không mua sách mà là mua vở (*Ich kaufe Bücher nicht, sondern Hefte.) Ich kaufe keine Bücher, sondern Hefte
Many Vietnamese learners of German tend to confuse the negation of objects with "kein-" and the predicative negation with "nicht," often overlooking the essential distinction that a noun should be negated specifically with "kein-."
Tôi không thích ăn cá (Ich mag keinen Fisch.)
*Ich mửchte Fisch(en) essen nicht / *Ich mửchte nicht Fisch essen / *Ich mag nicht Fisch essen
Unlike in German, most Vietnamese negation words belong to only one part of speech, the particle Therefore, in most cases, Vietnamese negation particles can be substituted for one another without rendering the sentence ungrammatical.
The number 79 holds a different significance, which may explain why Vietnamese learners of German often use a German negation word incorrectly, overlooking the overall meaning and grammar of the sentence This confusion regarding German negation methods is a common error type among Vietnamese learners of the language.
The diversity of negation forms in German contributes to error type 2 in language learning German offers a wide array of negation words, making it unnecessary to always use the primary negation particle "nicht" when expressing negation In addition to "nicht," German includes terms like "nie," "niemals," "niemand," "nichts," "nirgends," and "kein." Conversely, Vietnamese employs the particle "khong" to form various negations due to its limited negation vocabulary, resulting in phrases like "khong bao giờ" (never), "khong ai" (nobody), and "khong nơi nào" (nowhere) This discrepancy explains why Vietnamese speakers often create new negation forms when translating into German, such as using "nicht jemand" instead of "niemand" or "nicht irgendwo" instead of "nirgendwo."
Negationsmittel werden auf diese Weise nicht oft verwendet und leicht miteinander verwechselt
In Vietnamese, speakers can respond to yes/no questions using not only "no" and "yet," but also "yes," which leads to a common mistake among Vietnamese learners of German They often answer negative yes/no questions in German with "yes," "no," or "yet," which is considered incorrect in this context In German, "yes" is exclusively used to affirmatively respond to positive questions, while "no" can be used for both positive and negative inquiries Understanding this distinction is crucial for Vietnamese learners to avoid errors in their German responses.
In this article, we explore 80 positive responses to decision-making questions, providing effective ways to politely decline a request or express disagreement with a statement Additionally, we discuss how to affirm a preceding negation in response to a negative decision-making question The use of "doch" serves as a means to contradict a previously denied assertion, allowing for constructive dialogue and clarity in communication.
In contrast, Vietnamese offers very few rules regarding the appropriate use of "yes" (có, vâng), "no" (không), and "yet" (có chứ) This lack of guidance often leads Vietnamese learners of German to make mistakes in choosing among these three responses, representing a common error type.
One significant difference between the German and Vietnamese languages that can lead to errors among Vietnamese learners of German is the handling of negation in infinitive constructions In German, the negation is omitted in infinitive phrases that follow negating verbs, while in Vietnamese, it is retained As a result, many German students from Vietnam tend to incorrectly include a negation in their infinitive constructions, even when the preceding verb already conveys a negative meaning For example, they might say, "Ich vergesse, die Haustür nicht abzuschließen," which translates to "I forget not to lock the door," instead of the correct form.
Tipps zur Vermeidung der Fehler
Auf der Grundlage der in 3.5 beschriebenen Fehlerursachen werden im Folgenden einige Lửsungsvorschlọge gemacht, die den vietnamesischen Deutschlernenden helfen kửnnen, Fehler bei der Verwendung der deutschen Negationsmittel zu vermeiden
To address the issues related to the incorrect determination of the position of "nicht" (Error Type 1), the structure "not A, but B" is particularly recommended Students must first check if the sentence contains the conjunction "sondern." If "sondern" is present, they should identify B, which follows it Next, learners need to quickly locate part A, which often shares characteristics with B, such as being of the same word class or case Once A is identified, the negation particle "nicht" should not be placed directly before A, as A is the part of the sentence that needs to be negated For instance, in the sentence " he told the story to his daughter but to his son," it is important to determine the position of "nicht." Despite the presence of multiple sentence elements, it is clear that B is "his son" – a dative complement – thus A must also be a dative complement, which is only fulfilled by "his daughter."
Deswegen muss nicht vor seiner Tochter stehen, um diesen Satzteil zu verneinen
When a sentence does not continue with "but," it is essential to carefully consider the context This makes it easier to identify what needs to be negated in the sentence By doing so, one can determine whether the sentence involves a full sentence negation or a partial negation and where the negation word "not" should be placed In partial negation, "not" is positioned directly before the negated part of the sentence, while in full sentence negation, "not" has specific positions that are typically taught in class.
84 wurden Ein solches Vorgehen kann sich als eine gute Strategie für die Lernenden eignen, um den Fehlertyp 1 zu vermeiden
Due to the differences between German and Vietnamese negation methods and the complexity of German negation words, Vietnamese learners of German should pay attention to specific aspects to master these negation tools effectively and avoid confusion, particularly with easily mixed-up negation words (Error Type 2).
• Wie in 2.2.5.2 erwọhnt, unterscheiden sich nicht und nichts dadurch, dass die
In German grammar, the negation particle "nicht" is optional in a sentence, while the indefinite pronoun "nichts" is mandatory To choose between "nicht" and "nichts," a deletion test can be helpful This test involves removing the target word from the sentence If the sentence remains grammatically correct without the word, "nicht" should be selected Conversely, if the sentence becomes ungrammatical, the pronoun "nichts" must be used.
Noch ein anderer Lửsungsvorschlag zur richtigen Auswahl zwischen nicht und nichts ist zu empfehlen Wie in 2.2.3 beschrieben, ist etwas und alles als
When in doubt about whether to use "not" or "nothing," testing with opposites can be helpful Substitute "something" or "everything" in place of the word in question and check if the sentence remains grammatically correct If the sentence makes sense with "something" or "everything," then "nothing" is likely the correct choice Conversely, if the sentence does not make sense, then "not" is the appropriate word.
Understanding the key difference between "kein" and "nicht" is essential for using these commonly occurring negation words correctly The general rule is that "kein" is typically placed directly before a noun.
Wort verneint werden, das kein Substantiv ist, muss man nicht benutzen
Ausnahmsweise muss man bei den festen lexikalisierten Verbverbindungen (z B
Ski laufen, Maschine schreiben) oder zur Verstọrkung der Verneinung beim
Zahladjektiv ein- das Negationswort nicht (z B nicht eine Ausnahme) gebrauchen, obwohl es in diesen Fọllen Substantive gibt
• Anders als die anderen leicht verwechselten Wortpaare lọsst sich eine Unterscheidung des Wortpaars ohne und kein- aus den Grammatiken und
The survey results indicate that many Vietnamese learners of German struggle to differentiate between "ohne" and "kein." It is essential to clarify the distinction between these two terms to eliminate confusion in their usage.
Deutschlernenden herstellt Der erste Unterschied zwischen kein- und ohne besteht darin, dass nach ohne immer ein Akkusativobjekt auftritt, wọhrend viele
Cases involving "kein" can occur Therefore, if one sees a dative object following the searched word (without or kein-), one cannot confidently choose the correct word Additionally, a significant and clear distinction between "ohne" and "kein-" relates to the meanings of these words.
In Vietnamese, the words "không" (meaning "no" or "not") and "không có" (meaning "without") can sometimes lead to confusion if not translated correctly To avoid errors, one can simplify the choice between "ohne" and "kein-." For example, the sentence "Ich kann diese Übung nicht machen, wenn ich ohne Wörterbuch habe" contains overlapping meanings, as "haben" translates to "có" and "ohne" translates to "không có," resulting in a sentence that redundantly uses "có" and is therefore incorrect.
The correct sentence is: "I cannot do this exercise if I do not have a dictionary." The phrase "kein" is essential and cannot be omitted, while the prepositional phrase "without" can be removed without rendering the sentence ungrammatical If the German students had paid attention to this distinction, they would not have made this mistake in the translation exercise of the questionnaire.
242 vgl Nguyễn Thu Hương, Nguyễn Hữu Đoàn (2004: 1539)
243 vgl Nguyễn Thu Hương, Nguyễn Hữu Đoàn (2004: 1960)
244 vgl Nguyễn Thu Hương, Nguyễn Hữu Đoàn (2004: 1257)
Without glasses, you look completely different The verb "to look" is an intransitive verb, meaning it does not require a direct object The phrase "you look completely different" is a complete sentence Therefore, the preposition "without" must be used before the word "glasses," allowing the prepositional phrase "without glasses" to be omitted while maintaining clarity.
It is recommended that German negation tools in DaF (German as a Foreign Language) instruction be systematically structured in contrast to their positive counterparts, rather than simply being listed This approach helps students remember them more effectively and for a longer duration For example, teaching pairs such as nothing >< everything/something, nobody >< somebody/everyone, and without >< with can enhance learning By understanding the positive words like everything, something, somebody, everyone, and with, students can better grasp and correctly use the new negation words Additionally, it should be emphasized that German negation tools are diverse and readily available for use, eliminating the need for combinations with the primary negation word "nicht," as is common in Vietnamese.
To overcome error type 3 in German language learning, it is essential to adhere to the rule "No means No." This means that one must use "no" when responding negatively to a negative yes/no question Conversely, a contradiction arises from the negative question itself The presence of a negation trigger in the response to a negative decision question serves as an identifier, indicating that one must choose "no." Additionally, learners should always remember that the affirmative word "yes" is never used in response to a negative yes/no question in German.
Der Fehlertyp 4 (ĩberflỹssige Verwendung von Negationsmitteln in
The use of infinitive constructions after negating verbs can be avoided by teaching learners the differences between German and Vietnamese in the application of negating verbs This approach helps prevent the unnecessary use of German negation tools in infinitive constructions.
87 negierenden Verben soll im Unterricht vorgestellt, damit die Studierenden diese vermeiden kửnnen
It is essential to highlight the differences between German and Vietnamese negation methods in DaF (German as a Foreign Language) instruction to enhance the awareness of Vietnamese learners and overcome interference errors in their use of German negation Distinguishing between commonly confused negation words in German can significantly contribute to improving the learning process Furthermore, it is crucial to practice the use of German negation extensively in the classroom, as the saying goes, "practice makes perfect."