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Germanistische Sprachwissenschaft
302 pages, Paperback
First published January 1, 2004
3 people are currently reading
14 people want to read
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Displaying 1 - 3 of 3 reviews
April 7, 2020
The complexity of language makes my head spin.
And while I am thinking about the expression "making my head spin", in the context of what happens in my head when I think about language, I start using the spinning tool to express myself in words and sentences that only make sense if I put them into a specific order and give them functional and intentional context.
The grammar part of it is only boring if you refuse to see what happens if you shuffle the bits and pieces of the puzzle around.
"My dog ate my homework" is not the same as "My homework ate my dog" even though distance teaching sometimes makes you wonder. Is it a "real" dog or a virtual one? Is it a "real" homework or ... well ... the more common virtual one?
Who owns what? Would a question mark make the sentence more accurate from the perspective of congruency with reality? A student tentatively asking if I consider it believable that the linguistic trope may have a basis in real life? And not just real life as a general idea, but as an example that actually happened in a specific deictic situation: "yesterday, during the distance learning lesson, while I was typing".
Is the excuse "eating homework" applicable to the local and temporal deixis of our virtual learning platforms?
What exactly did the dog eat? A Word Document that was ready to be posted to Google Classroom?
Can it be that teachers now read introductions to linguistics to make sense of the nonsense they are experiencing when words clash with concepts that have become obsolete?
"Eating homework" may technically belong to an etymological dictionary by now: "Expression derived from the era in the 20th century when homework was mainly produced on paper and vulnerable to pet attacks"?
It remains exciting!
And while I am thinking about the expression "making my head spin", in the context of what happens in my head when I think about language, I start using the spinning tool to express myself in words and sentences that only make sense if I put them into a specific order and give them functional and intentional context.
The grammar part of it is only boring if you refuse to see what happens if you shuffle the bits and pieces of the puzzle around.
"My dog ate my homework" is not the same as "My homework ate my dog" even though distance teaching sometimes makes you wonder. Is it a "real" dog or a virtual one? Is it a "real" homework or ... well ... the more common virtual one?
Who owns what? Would a question mark make the sentence more accurate from the perspective of congruency with reality? A student tentatively asking if I consider it believable that the linguistic trope may have a basis in real life? And not just real life as a general idea, but as an example that actually happened in a specific deictic situation: "yesterday, during the distance learning lesson, while I was typing".
Is the excuse "eating homework" applicable to the local and temporal deixis of our virtual learning platforms?
What exactly did the dog eat? A Word Document that was ready to be posted to Google Classroom?
Can it be that teachers now read introductions to linguistics to make sense of the nonsense they are experiencing when words clash with concepts that have become obsolete?
"Eating homework" may technically belong to an etymological dictionary by now: "Expression derived from the era in the 20th century when homework was mainly produced on paper and vulnerable to pet attacks"?
It remains exciting!
October 16, 2025
P. Ernst, ik heb minder kritiek op uw boek dan T. leuschner
December 29, 2020
Alles ist sehr verständlich erklärt und man bekommt einen guten Einblick in den Fachbereich der germanistischen Sprachwissenschaft.
Displaying 1 - 3 of 3 reviews