Deutsch als Fremdsprache (L3) nach Englisch (L2). Linguistische Aspekte relevant für tschechische Muttersprachler/-innen
|Title in English
|German as a Second Foreign Language (L3) after English (L2): Linguistic Aspects Relevant for Czech Learners.
|Year of publication
|Chapter of a book
|MU Faculty or unit
|The present linguistic observations are based on the idea that the following three steps are necessary for correct comprehension and general benefit of the research "teaching German after English": 1. An analysis of the most relevant common features of the three languages as well as their differences on all language levels 2. An analysis of relationships between the particular cultures as well as mutual influences and contacts between the individual languages, 3. A synthesis of the findings in a “manual” designed to facilitate the efforts of Czech speakers to learn German as a tertiary language. In its initial part, the chapter briefly discusses the three languages from the viewpoint of geography, genetics and typology. Further parts present the most distinctive differences and similarities among these languages which are apparent even without linguistic training: such features are identified on the levels of phonetics, morphology, syntax, lexis and pragmatics. The individual categories are arranged in charts. The background tint of each box demonstrates where the features correspond and where they vary. The tints are the darker the more frequent the occurrence of the particular phenomenon is or the closer the phenomenon is compared to the other two languages. It is clear that not all different or similar features of the three languages can be examined. The chapter does not insist on absolute accuracy of the individual statements for these are almost exclusively based on the author's study of linguistic literature, i.e. they are not founded in representative analyses of extensive authentic material. An elaborate treatment of each of the phenomena would require an autonomous study which, however, still remain a desideratum of the triple-language contrastive analysis based ideally on corpus data. The final part of the chapter briefly deals with the mutual influence of the three languages. To make the text more vivid, most topics are illustrated with examples. A more detailed elaboration should result in a synthesis I have mentioned earlier in point 3.