İrem

Assist. Prof.

Editorial Preface and a short introduction to this issue's topic "Intermediality"

Anja

Lecturer

Frank Wedekind (1864-1918) was one of the most frequently played German dramatists of his time and well known as an enfant terrible. His plays expressed a great amount of intertextual references to art and science. His characters reflect this, his plays regularly feature artists, painters, and singers . “Spring awakening”, one of Wedekind’s best known plays (in German, “Frühlings Erwachen”) is a prime example of this. Hänschen Rilow masturbates to reproductions of well-known artworks; one of them being Palma il Vecchio’s “Venus”. This particular scene illustrates one of the functions of quoting art in Wedekind’s plays: it is employed to criticize social rules and double standards. “Franziska. A mystery in five acts,” first published in 1912, appears as Wedekind’s “Faust.” Titian’s Sacred and profane love is a key element in Franziska as it takes on a programmatic function. The Renaissance painting from 1514 appears twice, first as an etching on the front page and then as the model of a detailed scenery for a “play in play“- like tableau vivant and accordingly portraying a self-referential part of the play. Titian’s original and Wedekind’s theatrical version, both feature two women: one naked and the other dressed in luxurious white, next to a fountain, which may have originally been a sarcophagus. Between them is a naked, putto like, child bending over the edge, seemingly looking at his reflection in the water. The original painting correlates nudity with divine creation and attributes the dressed woman as symbolizing “profane love,” paradigm changed in Wedekind’s times. To his contemporaries the naked woman symbolizes purity, while at the same time represents sin. In his interpretation, Wedekind does remain closer to the original meaning: the dressed woman stands for “truth,” while the other symbolizes “holy nudity”. Both concepts are intimately linked to one another, “because he, who cannot see nudity cannot hear the truth.” In the painting both personifications of love appear very similar, almost like sisters. The similarity of appearance underlines the intimate closeness of both kinds of love. Sexuality, symbolized by nudity, becomes functionalized by Wedekind as a means to finding one’s true self and gaining self-awareness. Positive sexual experiences can eliminate negative events. Therefore, both forms of love, “profane” and “sacred,” are interconnected. This also implies that the contemporary interpretation of distinguishing between “profane” as physical and “sacred” as intellectual love is obliterated. As it appears in a “play in play” situation, the symbolic narration should be read as a self-referential statement; the set of values identified here has validity for the entire play. Besides Titian’s famous painting, which Wedekind saw a copy of in Galerie Schack, Munich, there is also a reference to a painting of Mother Mary. After experiencing the joy of being a man, Franziska is then portrayed as an unmarried mother. Instead of diminishing her status, Franziska is painted in the likelihood of Madonna with child. The painting’s description resembles “Madonna of the Rose Bower” by Stefan Lochner, while the setting also refers to a photograph of Franziska zu Reventlow with her illegitimate son (also known as “heathen Madonna”). Sexuality and eroticism play a key role, being depicted as high values in this play and others by Wedekind, although at the end of “Franziska” the protagonist appears as a (re)virginized mother. This assumption reveals much about expectations and gender roles. Franziska’s status of being a (re)virginized mother retrospectively legitimizes premarital sex. Franziska becomes an asexual character. Using many canonized works of art and intertextual references, like Titian, the play firmly situates itself in the realms of a long tradition of art, and thus aims to legitimize itself and its certain extreme ideas and values.

Quoting Titian’s Sacred and profane love – Wedekinds programmatical use of artwork in his play Franziska

Bettina

Intermedial (in)stabilities in contemporary artworks analyzes hybrid forms combining different media and sign systems by confronting them in their diverging materiality and mediality. These pieces are strongly self-reflective, and their (un)stable mode of production gives viewers access to different levels of meanings. What strategies and techniques do artists use to achieve such intermedial effects? How can the experience offered to an audience be described? How do different levels of meaning interact to produce a communicative effect? To answer these questions, we must focus on different layers of the complex configurations. Looking at each layer helps to precisely describe the relationship between the different parts and their effects on the audience. The audience of the fault line (2010), a collaboration between choreographers Meg Stuart and Philipp Gemacher, and the visual artist Vladimir Miller, is confronted with a performance transferred in different medial contexts, settings, and environments. Viewers and listeners reflect on the different contexts by making comparisons among them, an interaction forced by how the artists combine their performative video installation’s different parts: the event’s performance and its projection as constantly trans-formed in a different time and space by Miller and the operations as a form of examination of images produced by the live event. These different spaces, in which presented bodies and their representation occupy the center, visibly diverge throughout the performance. As a result, Miller’s operations of measuring open another space on a meta-level – the possibility to reflect on both spaces by thinking about their different qualities and their different materiality and mediality. These operations are also a kind of invitation to the audience to reflect on habits, conventions, and perceptions connected to everyday media usage. Self-reflectivity is the efficacy of dialogical confrontation among these spaces and their qualities as a result of conventions and configurations. The medium from which different spaces and medial surfaces are reflected off in the fault lines is the theater. The theater’s plurimedial structure makes the particular form possible for the artists to choose. Although they did not place the work on a classical stage, they decided to frame the artwork in the way theatrical plays are usually presented – by separating the stage from the auditorium and arranging the two in a frontal relationship. Therefore, the central perspective determines perception of the proceedings onstage. However, at the same time, the artists also irritate the classical regime during the presentation, emphasizing configuration as transfiguration. By combining various frames and perspectives, they cause different sight lines to confront one another. As a result, there are not just medial surfaces in permanent dialogue with each other in a nonhierarchical composition, but the modified formation&nbsp;between the (onstage) present and presented bodies (on different screens) incessantly provokes adjustment in the relationship between the choreography (as a fundamentally different spatial process) and the immaterial presentation of the same bodies in the video. By creating this friction, Stuart, Gehmacher, and Miller provide insight into their configuration’s heterogeneous parts. Moreover, they create knowledge about its mechanism on a meta-level.To emphasize, that the production is the result of a process, and to sensitize the audience to its different aspects, many artists in contemporary art select thoughts about specific mechanisms in the process of creating and forming their work’s central theme. A link between these productions is their intermedial practices as medial specificities, and media borders are of essential importance.

Intermedial (In)Stabilites in Contemporary Artworks

Verena R.

Kurt Tucholsky’s and John Heartfield’s photobook Deutschland, Deutschland über Alles (DD) was published at the end of the 1920s – a time when other photobooks also addressed the topic of “Germany,” trying to come to terms with the fundamental changes and instability of the Weimar Republic. Yet, even among these publications, DD remains a unique take on the state of Germany, due to its intriguing text-image combinations, its high volume of photographs and its collaborative nature on the part of its authors, Tucholsky, Heartfield and an array of anonymous photographers whose photos have been published by various media outlets and are reused in DD. Scholarship so far has often discussed the reception of this photobook, its satirical techniques in both texts and photos, and its montage method, particularly focusing on Heartfield’s photomontages. This analysis of DD takes an in-depth look at the montage technique applied in this photobook. I argue that a combination of cinematic and industrial montage creates, what I call “functional montages” that imitate the everyday life of the working class, while also urging DD’s worker-readers to reflect on their lives and status within Weimar Germany’s public sphere. This argument also considers the intermedial processes at work here. Building on Werner Wolf’s and Jens Schröter’s typologies of intermediality, this article demonstrates that DD is an example of “covert, intracompositional intermediality,” to borrow Wolf’s term. This kind of intermediality asks its recipients to decode its intermedial references, a task which Tucholsky’s and Heartfield’s readers have to do when they engage with their montages of texts and photographs. It will become clear that DD’s use of cinematic and industrial montage techniques is a demonstration of understanding intermediality less as a transfer of media elements, but as “media narrating literally and cinematically” as Joachim Peach has stated in his analysis of intermediality.First, this essay evaluates Tucholsky’s views on the use of photography. He demanded not only that print media should employ more photos, but also argued for photos to be juxtaposed in order to aim for political agitation. He based his demands on images of grievances within the working class, which were also often at the center of his writings. His poem Zehn Jahre Deutsche Republik was paired with photos when it appeared in the AIZ in 1928, including photos that would be reused in DD. While scholarship has discussed the various interactions of photos and texts in DD, attention has often been directed at combinations of individual photos alongside a text or discussions have focused on Heartfield’s photomontages. Secondly, this essay shows that while Heartfield’s photomontages were certainly persuasive re-assemblies of photographic material, they could, however, also fall short by leaving their viewers potentially overwhelmed and confused. Yet, one section of DD, entitled “The Parliament,” shows how photomontages can be extended by a textual component that, instead of using the photomontage as a prompt or illustration, mirrors and builds on the photomontage’s visual narrative in content and form. This way, the photomontage is extended to a “functional montage.” This montage combines several photos with a text that can stretch over several pages in a photobook, as this essay demonstrates, using the section “Good Times” as an example. Combining the industrial montage of the assembly line with the film montage associated with Soviet cinema of the 1920s, the “functional montage” aims to draw attention to each of its components and their narratives so as to both address and educate DD’s workerreaders to reflect on their status in Weimar Germany’s public sphere. Scholarship has so far argued that photobooks aimed to educate their readers to become visually literate while interacting with photos. Tucholsky’s and Heartfield’s photobook shows how these educational measures can be taken one step further. DD’s way of repurposing media, based on the intermedial narrative qualities of images and texts, shows that DD is an example of Werner Wolf’s concept of “intracompositional intermediality.”Kurt Tucholsky’s and John Heartfield’s photobook Deutschland, Deutschland über Alles (DD)1 appeared in 1929, when the media landscape was saturated with illustrated magazines and books that had discovered photography’s presumed authentic qualities. Nonetheless, DD prompted a substantial echo in both the leftwing and the conservative press. Already its title and itsironic play on the first verse of the national anthem The Song of the Germans indicates that the condition of the Weimar Republic is at stake in this photobook combining 188 photographs and photomontages with 96 texts. Tucholsky and Heartfield particularly criticize the media’s portrayal of the Weimar Republic’s current state. They aim to unveil its actual condition by including, educating and addressing the working class and questioning its visibility and representation within the German public sphere. The worker-readers of DD are supposed to see themselves differently with the help of DD.As this essay argues, Tucholsky and Heartfield employed, what I call “functional montages” – an extension of the photomontage that combines industrial and cinematic montage – which allow the worker-readers to recognize themselves in DD, while also gaining the ability to take a critical stance on their position within the German public sphere. In using “functional montages,” Tucholsky and Heartfield are not only educating working class readers by transferring the industrial montage onto the book’s page; they also demonstrate how photobooks at the time adapted another montage principle, associated with Soviet cinema of the 1920s, in order to further develop the photobook’s educational purpose. Scholarship today defines this process of transferring cinematic and industrial montage onto the book’s page as intermedial.Drawing on Werner Wolf’s typologies of intermediality,2 DD exemplifies a “covert intermediality”(Wolf, 2013, p. 345).3 Due to a switch between media, according to Wolf (2013), one medium disappears within another medium, which conceals the former and thus is not recognizable anymore on the surface of the target medium. To that end, as I argue, DD and its combinations of essays, poems or songs alongside photographs and photomontages enact the cinematic montage, aiming to imitate film “by using its signs iconically, not referentially, similar to when certain structures are used to approximate a literary text to music” (Wolf, 2013, p. 345). Yet, while the film medium might not be&nbsp;recognizable anymore in DD, especially as there are many textual components, both film and photobook continue to have the photograph as their basis in common, which both media use to build their narratives. Joachim Paech (1997) supports this view of narrative being a tertium comparationis when he states that “there is no intermediality between literature and film; there is one only between media narrating literarily and cinematically” (p. 335). Jens Schröter (2011) builds on this notion of transmedial narration in the second of his four types of discourse on intermediality. His second paradigm of “formal (or transmedial) intermediality” (p. 3) manages to highlight the balancing act of the procedure of translating (for instance, film into a photobook) which “has to assume [on the one hand] that the procedure is media-unspecific enough in order to be able to appear in another media context as the same, i.e., as a re-identifiable principle […]. On the other hand, the procedure has to be media-specific enough in order to still be able to point in its new media context to the medium from which it was ‘borrowed’ […]” (p. 4). In the case of DD, there are several indicators that contribute to such a balancing act. In combining not only images with each other, but also including texts, Tucholsky and Heartfield demonstrate the media-unspecific procedure of translating film into a photobook. At the same time, Heartfield’s photomontages, and, what I call “functional montages” point back to the medium of film. These kinds of montages rely on a visual and textual narrative spanning several pages, building on each other, hence also functioning like an industrial montage process. Moreover, as Patrick Rössler (2012) writes, a “reportage-like view” (p. 285) of authors and audiences at the time, which was influenced by photo reportages in illustrated magazines and montage techniques of film programs, make a “filmic composition of books” (p. 285) possible. Just as Paech emphasized how narrative is the tertium comparationis in intermedial transfers, Rössler also points out that photobooks imitate the “dynamic narrative style of film stories” (p. 285; my emphasis), claiming that DD and its combination of “film montage and photomontage” (p. 285) does so most convincingly. This essay builds on this notion of narrative functioning as an intermedial point of comparison. It allows me to include the translation of the industrial montage, which shapes the narrative of the workers’ daily views and routines, and combining it with film montage in order to identify “functional montages” targeted at working-class readers in DD.&nbsp;

From Photomontage to “Functional Montage” Staging an Intermedial Assembly Line in Kurt Tucholsky’s and John Heartfield’s Deutschland, Deutschland über Alles

Renate

Media experiences play an increasingly central role in the life of modern people, to the detriment of experiences in the real world. This raises the question of whether these experiences are equivalent with respect to the mental representation formed from the real-world experience. Triangulating from contradictory theories of transactive and autobiographical memory that make contrasting predictions on the effects of media (sometimes found to improve and sometimes worsen memory); in this study media is hypothesized to frame the experiences and thus to affect mental representation. The more immersive the media experience, the more informative and linguistically coherent is the resulting retelling of the experience expected to be. The language output is used to access the mental representation that in turn is based on memory. Route directions were chosen as an adequate task since it is a linguistically well described, not emotionally charged but rather instrumentalized genre that permits the control of previous knowledge. Along the route there are critical spots (strong bends, blockages, many possibilities for further advancing) where it is advisable to re-orient the imaginary walker to ensure that he stays on the planed route. In route directions these critical spots are typically marked by placing landmarks: Choosing a visible and recognizable object of manageable size to anchor the localization or movement to specific coordinates in the environment. A database of 88 route directions was collected empirically by means of an experiment. The same route was presented to adult German native speakers (22 participants per condition) that gave written route directions in German after being exposed to different randomly assigned media conditions (manipulated independent variable). The tested media were a video from a first-person perspective, an aerial plan of the route complemented with still images of the route, and a combination of both with a moving dot in the plan showing the current position in the video (multimedia condition). The baseline was provided by the prototypical experience of walking the route in the real world (no-media condition). The following hypothesis were tested: Firstly that texts composed after media-mediated experiences will not be as successful in preventing the hearer from getting lost on the way; secondly, that it is more difficult for the speaker to recognize these critical spots when relying on perspective-fixing, not self-paced media in contrast to experiencing the route in the real world (prototypical experience used as a control). Lastly, that more realistic experiences will produce more informative and coherent texts. Results of the randomized experiment support the hypotheses in part. The placement of landmarks at the different segments of the route was operationalized to account for the conceptualization of the surroundings. Results show that the plan&nbsp;condition is less likely to successfully lead the hearer to the final goal. The video and multimedia conditions are as well suited as the real experience to form a mental representation of the route. Blockages along the route are more difficult to identify based on an aerial view. The plan condition also results in less informative texts (fewer landmarks and fewer specifications), but not less coherent texts than in other conditions. The informative content and linguistic coherence of texts produced after exposure to the video and multimedia conditions can even outperform the control (real world condition). This is interpreted as a positive effect on memory from immersive media being used repeatedly. In the multimedia condition the drawbacks from the field-of-view of the video are counterbalanced by combining it with another media that uses an aerial perspective (the plan), resulting in an even more comprehensive experience than possible in the real world. The findings suggest that different experiences lead to different cognitive maps, that in turn lead to different texts via different conceptualizations. Apparently, the more natural the experience, the longer the produced texts and the more landmarks are used in the texts. This work contributes to an emergent literature on the role of media in shaping our representation and understanding of reality.

Media Exposure Influences Cognition and the Informational Content of Texts

Miodrag M.

Assoc. Prof.

Lately, two major topics dominated the picture of the media landscape. The first one, the topic of the refugee problem and the associated migration flows seem to have raised fundamental questions about intercultural conditions, especially in the integration discussion. In a global context, the discussions on the First World War and on the occasion of its anniversaries is the second main theme that sheds new light on the question of cultural boundaries, as viewed from Serbian historiography. The paper discusses these two currently dominating global occurrences that appear to have common features. First, backed by the example of Jenny Erpenbeck’s novel Gehen, Ging, Gegangen (2015) that addresses the migration flows we witness, questions will be raised about the differences in perception of the causes for global cultural changes seeking equalization and upholding, viewed from the perspective of Western civilization, and German particularly. Referring to the way refugee subjectivity is perceived, it becomes very clear that the cultural pattern of the host community is determined by its historical experience. Such experience made by the German people is irrevocably marked by the division of the German state after the Second World War. In this case, a distinction can be made between a collective memory and the remembrance of individuals.In the second part of the paper Gerhard Gesemann’s novel Die Flucht (1935), marking the anniversaries on the occasion of WWI, is being introduced in its function of a remembrance literature dealing with the retreat of the Serbian military in the Great War together with its expelled residents from the homeland to their asylum in Corfu. Since the Middle Ages and culminating in WWI the historical experience of the Serbian people created a perception of statehood as an insecure category. In connection with this, the subject area of hospitableness gives a whole new dimension to the context of the migration flows and their cause. This will be examined in the context of cultural contact, especially motivated by the idea of the EU as a project of a common cultural space. Therefore, the question of disintegrative processes on what is today called the Western Balkans is considered to be important.Relying on a culture founded in universality just the hospitality of Western Europe is questioned, accordingly. In addition, the migration flows towards Western European civilization reveal limits of contemporary cultural understanding. The reorganization of a cultural landscape after the First World War shifted the areas of tension to new ones as a result of the accompanying social changes. As is known, this can be seen in the reporting&nbsp;and media activity which began in the First World War and is becoming ever more intense. Regardless of the historical process during the Second World War, the beginnings of the documentary role of the media since the First World War seem to have reached the climax of their debatable function just today. But a literary-critical approach, including recourse to motifs from the history of literature, both in contrast to a reality staged by the media, provides insights into current processes of general cultural development.&nbsp;By comparing these two novels on both “refugee-ness” and state of insecurity, the paper points out different cultural forms existing because of the accumulated historical experiences, and shows how this circumstance influences the understanding of the aforementioned topics. Following this idea, the contribution underlines additional differences in defining the concept of home by describing cultural patterns and their treatment of the mediated reflected reality.

The Perception of a State of Insecurity in Literature on Global Occurrences. Gehen, Ging, Gegangen vs. Die Flucht

Barış

CfP: Issue 53 (June/2025)

Call for Papers - Special Issue of Studien zur deutschen Sprache und Literatur

Albrecht

The Discourse on Money in Early Modern Literature. The  Case of Hans Wilhelm Kirchhof’s Wendunmuth (1563)

Ksenia

The article delves into the role of content and structural elements of fairy tales in shaping the discours and histoire levels of contemporary children’s and young adult literature. At its core, the analysis argues that the structural motifs articulated by Vladimir Propp in his seminal work Morphology of the Fairy Tale (1928) continue to exert influence on modern iterations of the genre, albeit modified to reflect contemporary aesthetic sensibilities and narrative innovations. For example, Uticha Marmon’s Frieda, Nikki und die Grenzkuh (2024) represents a hybridization of classical fairy tale elements with crime fiction, effectively blending traditional archetypes with the suspense, curiosity, and surprise characteristic of modern storytelling. This synthesis retains the tripartite structure – home – adventure homecoming – foundational to fairy tales while embedding it within contemporary narrative frameworks. Similar structural configurations can be observed in Saša Stanišić’s psychological young adult novel, Wolf (2023), and Hannah Gold’s adventure The Lost Whale (2022). These texts highlight the limitations of traditional Proppian schemata in encapsulating the multifaceted and genre-spanning narratives that define contemporary children’s and young adult literature. The article posits that these classical frameworks require adaptation to address the complex interplay of thematic and structural elements that characterize modern works for children and young adults. Through close-reading analysis, the selected texts by Marmon, Stanišić, and Gold exemplify the interaction between canonical fairy tale structures and contemporary innovations, &nbsp;offering insights into the evolving narrative dynamics of children’s and young adult literature. The study underscores how these texts engage with and expand upon traditional fairy tale morphologies, blending familiar elements with novel narrative strategies to create works that resonate with modern audiences. The findings can be succinctly summarized as follows: Reducing contemporary children’s and young adult literature to traditional fairy tale frameworks oversimplifies their narrative intricacies and diminishes their unique contributions. Romantic or magical fairy tales, in particular, reject rationality, using the environment as a projection of the protagonist’s inner world. This mode of representation, pervasive or episodic, often incorporates explorations of psychological depth. In contrast, contemporary literature retains the tripartite structure common to fairy tales and initiation novels but diversifies these frameworks with enhanced mechanisms of suspense and complexity. This expansion necessitates a reevaluation of traditional fairy tale morphologies. While suspense is intrinsic to many literary fairy tales, particularly in their adventure-centric phases, its application remains limited. Classical fairy tales frequently employ non-diegetic narrator to elicit empathy for central characters, leveraging onomastics, situational design (situation-mediated empathy), or aesthetic descriptions (expression-mediated empathy). These strategies, foundational to fairy tales, are also integral to the narrative techniques of contemporary children’s and young adult literature. However, curiosity-driven tension and its fusion with mystery appear less frequently in traditional fairy tales. Even when characters are tasked with solving riddles, crime rarely serves as a focal point. In contrast, crime narratives now occupy a celebrated position in children’s and young adult literature, captivating readers by merging the structural principles of crime fiction with fairy tale elements. These hybrid narratives exemplify the reimagining of traditional frameworks to address modern storytelling demands and appeal to contemporary audiences. The oscillation between realism and fairy tale motifs in contemporary children’s and young adult literature facilitates engagement with socially significant issues such as environmental sustainability, bullying, and the futility of armed conflict. This duality aligns with the ethos of fairy tales, particularly in their shared emphasis on hopeful resolutions. Contemporary works, like their traditional counterparts, often portray an unwavering faith in the miraculous and the restoration of justice, culminating in satisfying resolutions for characters who surmount their trials. This alignment with docere (to teach), intrinsically linked to movere (to agitate/to move emotionally), underscores the transparency and clarity of contemporary narratives. However, this pedagogical orientation often results in a degree of narrative one-dimensionality, emphasizing moral instruction and emotional engagement. These characteristics are also prevalent in fairy tales adapted for children, where didactic and emotional elements converge to create stories that are both captivating and instructive. The enduring interplay between contemporary children’s and young adult literature and traditional fairy tale frameworks reaffirms the vitality of this genre in addressing timeless and contemporary themes alike.

Fairy Tale Structures in Contemporary International Children’s and Young  Adult Literature

Veysel

Assoc. Prof. Dr.

In this study, the novels The Artifical Silk Girl by German author Irmgard Keun and Fosforlu Cevriye by Turkish author Suat Derviş will be analyzed comparatively in terms of the female and urban experience. The relationship between women and the city will be examined through the sociological method and the current approach in comparative literature studies, the Variation theory. The visibility of women in the city and the concept of the flâneuse, which forms the basis of this study, will be explained through the selected works. The Variation theory, a contemporary approach in comparative literature, argues that differences are just as important as similarities and commonalities in comparative studies. Proposed by the Chinese comparative literature scholar Shunqing Cao, the main goal of the theory is to identify the differences between similar literary motifs or types, as well as the elements that create these differences. In this study, which examines works selected from the literature of two different nations, the assumptions of this theory have been utilized, considering that differences are also important. The flâneur, a type that emerged with modernity and could not keep pace with its speed, division of labor, and sense of specialization, was introduced into the literary system by Baudelaire and was associated with the male gender. The flâneur is a figure who, despite being in the crowd, does not mingle with it and idles by observing his surroundings. The f lâneur, with the assumption that public space belongs to men, is able to walk unnoticed in the streets and arcades, observing as he goes. His existence serves as a protest against modernity. Walking aimlessly in the streets, which are considered a male-dominated activity, is considered an act impossible for women by many researchers. Baudelaire described arcades &nbsp;as the flâneur's last marketplace. Scholars defending the existence of the flâneuse argue that the flâneur's last marketplace is where the flâneuse emerged. With the visibility of women as objects of consumption in the streets and large stores, many scholars regard flâneuse as beginning. Shopping stores and centers, which emerged after arcades, are considered spaces for aimless walking for women. The flâneuse, as a figure who observes both shop windows and her surroundings, emerged. Especially with the early 20th century, the situation of women entering public space became prominent. Among the women seen in the streets of the city in Baudelaire’s work, the prostitute is emphasized as one of the first representatives of the f lâneuse. In The Artifical Silk Girl and Fosforlu Cevriye, the main characters survive and sustain their lives by using their sexuality. In the novels set in the streets of Berlin and İstanbul in the 1930s, it is possible to say that the main characters observe the city by blending into the crowds. Both cities, Berlin and İstanbul, where the two characters live, possess unique beauty. With their streets, shopping stores, and malls, the cities offer women both spaces for shopping and observing their surroundings. In this sense, their city observation, attitudes toward the crowds, and their presentation of themselves as prostitutes to the public are common points of the works. Of course, since the processes of experiencing modernity in 1930s Berlin and İstanbul differ, the female character Doris in Keun’s novel has different perspectives and observations from the female character Cevriye in Derviş’s novel. Suat Derviş was in Berlin in 1932, the year Irmgard Keun’s The Artifical Silk Girl was published and entered the bestseller lists. The fact that Derviş was working alongside a student studying literature and philosophy, while also contributing to magazines and newspapers, strengthens the possibility of a direct interaction between the two works and authors. Despite the differences between the societies, the literary works are significantly separated from each other in many aspects. However, the fact that both works center on a prostitute and deeply explore the urban experiences of the female protagonists supports this claim. In this study, the debate on whether the flâneuse exists will be explained through the views of scholars, and how the women in the selected literary texts experience the city as flâneuses will be closely examined. Additionally, the sociological issues of the periods depicted in the works will also be examined, based on the observations of the flâneuse characters.

Two Women, Two Cities: Flâneuse In The Artificial Silk Girl And Fosforlu  Cevriye

Yuliya

The subject of this study is the compliment, which is treated as a multifunctional, emotive evaluative, and phatic speech act that serves the speaker to express their emotions, positively assess the inner qualities, appearance, achievements, skills, or material property of the addressee, establish solidarity and communicative balance, and influence the interlocutor, who responds to a compliment verbally or nonverbally with positive, negative, or hybrid reactions. The purpose of this paper is to investigate the extralinguistic (non-verbal) factors that significantly influence the use of compliments and to conduct a detailed analysis of the developmental dynamics of these factors from the mid-18th to the late 20th century, as they shape the formulation and perception of compliments and enable a deeper understanding of diachronic changes in communication. The empirical research base consists of 43 German language dramas categorized into seven epochs: Enlightenment, Weimar Classicism, Period between Classicism, Romanticism and Jacobinism, Biedermeier, Literary Modernism, Literature of the Weimar Republic, and Post-war Literature. The study's theoretical framework is rooted in speech act theory, viewing the compliment through a pragmalinguistic lens as a speech act – an illocutionary act performed with a specific communicative purpose and producing a perlocutionary effect realized in response to the compliment. Incorporating diachronic linguocultural studies and historical pragmalinguistics, the study examines the compliment diachronically to determine the impact of socio-historical events on the ethics and aesthetics of each era and to reveal how the values of these periods influenced the themes and issues of dramas, and thus the articulation of compliments as a form of politeness. Furthermore, the compliment is considered an important form of social behavior regulated by certain principles of politeness, norms, and rules of speech etiquette that communication partners should adhere to for successful and harmonious communication. Compliments are regarded as a component of the positive politeness strategy, which reduces social distance and strengthens solidarity between the speaker and the addressee. A continuous sampling method was employed to collect empirical material. Using intent analysis, the communicative intentions of the interlocutors and the hidden meanings of implicit speech acts were uncovered. For the diachronic investigation, culturally relevant information was gathered through discourse and cultural analysis, providing insights into changes in moral and ethical values, the evolution of social communication needs, and their influence on the concept of politeness and its manifestation in compliments. Quantitative research methods allowed for the exploration of extralinguistic factors regarding the thematic scope, functions of compliments, and the intentions of speakers from both synchronic and diachronic perspectives. The analysis of the collected data revealed that most compliments are directed toward men. Women primarily receive compliments on their appearance and inner qualities, while men are mainly complimented on their inner qualities, achievements, and abilities. The primary goal of both men and women in giving compliments is to express emotions and establish solidarity with the interlocutor. Compliments are particularly used with men as a means of encouragement, motivation, and establishing communicative balance. The status characteristic of a compliment is not a constant but depends on the context and the interlocutor. Most compliments are exchanged between equals in social status. However, in asymmetric situations, speakers more frequently direct compliments toward addressees of lower social status than toward those of higher status. Analysis of the relationship between status and gender showed that men predominantly compliment women or men of equal status, whereas women tend to direct compliments toward women of lower status. The investigation of the dynamics of extralinguistic factors influencing the articulation of compliments from the 18th to the 20th century showed that half of the compliments from the period 1750 to 1820 were exchanged between partners of equal status. In the mid-19th century, the frequency of such compliments significantly increased but decreased again in the 20th century. From the Biedermeier period onward, speakers primarily expressed emotions and established solidarity with partners of equal status. Regarding the gender aspect, the epoch of Weimar Classicism stands out, as compliments directed toward men's inner qualities, achievements, and abilities were particularly common. These compliments in the analyzed dramas expressed respect, sympathy, and encouragement. In subsequent periods a noticeable increase in compliments directed toward women was observed, as they were increasingly portrayed as driving and active forces. During the Enlightenment and Weimar Classicism, women’s inner qualities were particularly appreciated, whereas later epochs shifted the focus to their appearance. Such compliments primarily expressed sympathy and admiration, while in the 20th century, compliments with flirtatious or seductive intentions &nbsp;became more prevalent. A gradual increase in compliments exchanged in same-gender interactions (woman-to-woman) was also noted. Across all epochs, compliments directed toward men primarily focused on their inner qualities, achievements, and abilities. Especially in the 18th century, compliments served as an important means of encouragement and motivation for men. The number of compliments intended to express sympathy remained consistently high throughout the centuries.

The Role of Extralinguistic Factors in the Expression of Compliments (Based  on German-language Dramas from the Mid-18th to the Late 20th Century)

Genita

Prof. Dr.

Susi

Noor

Exploring Reporting Verbs in German Research Articles by  Indonesian Writers

Mahmut

Social Change and Its Artistic Expression: Postmigrant Literature

Serra

Res. Assist.

Şebnem

Conference Report: “Reimagining the Spanish-Speaking World? Perspectives  of German-Speaking Female Writers”, January 15-17, 2025, València, Spain

@JOURNAL_BOX_CURRENT

@JOURNAL_BOX_EARLYVIEW

Sabine

Mulitperspectivity, Achrony and (Un)reliability: Synoptic and Kaleidoscopic Strategies in Contemporary Film, Using the Examples of Vantage Point and Forestillinger

Withold

In Emine Sevgi Özdamar’s literary texts, her protagonists typically perform like actors on a stage, such as in Bertolt Brecht’s epic theater. Although the author is clearly well aware of the imaginary stages on which her actors perform their roles, surprisingly little attention has been paid to these stage settings in the literary criticism of her novels. This article addresses the following questions: first, where are the stages on which Özdamar places her novel’s characters, and second, what is the historical and societal relevance being expressed by means of these particular stage settings? Particularly eye-catching in the novels of her so-called her Istanbul-Berlin trilogy novels is the frequent appearance of spaces that Foucault calls heterotopias; that is, cemeteries, mirrors, theaters, brothels, ships, and trains. The role of trains in Özdamar’s novels is of special interest. As Foucault says, “A train is an extraordinary bundle of relations,” and this is true for her novels, where many diverse plays are performed using a railway compartment as the stage setting. At first glance, each book in the trilogy strengthens one’s impression that the trilogy is largely concerned with referential autobiographic writing. However, as a comparison of the highly diverging portrayals of the protagonist’s first railway journey from Istanbul to Berlin show, it is the staging of auto-fiction, not of autobiography, that is orchestrated on the revolving stage of the railway compartment. In addition, the discussions of the motif of her use of German as her novels’ language are played out on trains. It is in a train compartment where the protagonist reveals her choice of German as the language for her literary texts. In addition, her decision to employ a partly hybrid language in her early texts, such as in Mutterzunge and Das Leben ist eine Karawanserei, where the German is permeated with direct translations of Turkish phrases, is motivated by the author’s observations on the creative German-language use by many ‘Gastarbeiters’ during train journeys. It is repeatedly evident that her narratives of solidarity are told in these railway compartments. The cigarettes the travelers smoke together or offer each other become symbols of this ongoing solidarity. Though the panoramic view from the railway window, and the changeover to imaginary literary landscapes constitute illusionary spaces, where for once the ‘actually existing socialism’ seems to be apparent, Özdamar’s protagonists are nevertheless aware of the problems of GDR socialism. These include, among others, the remnants of fascist thinking in spite of the official GDR antifascist narrative. And, it is not only the staging of highly contradictory encounters in the train compartments that are facilitated by the protagonist’s persistent traveling on the urban commuter train between East and West Berlin. This perpetual oscillatory traveling transforms the contradictory and coinciding fragments of the protagonist’s identity into a horizontal coexistence. Although every railway journey comes to an end, one can always start a new, so that in spite of the protagonist’s disillusionment, a utopian moment of solidarity shines forth. Finally, the protagonist becomes an actor, theater director, and author. Eventually, the protagonist’s train journeys between Istanbul and Berlin and between East and West Berlin are followed by a journey to Paris,&nbsp;where she assists director Benno Besson with the staging of the Caucasian Chalk Circle by Bertolt Brecht.

Trains as Stages in Emine Sevgi Özdamar’s Novels

Heiko

Writing on South Africa is not a popular theme in German literature, yet the Realism of the 19th century as reflected in the writings both of W. O. von Horn and Karl May tends to the remote by finding its setting in the province and overseas. Neither has been to the Cape, W. O. von Horn depending heavily on Eduard Kretzschmarʼs Südafrikanische Skizzen (1853), whereas his own Die Boorenfamilie von Klaarfontein (1855) provides the role model for both Karl Mayʼs short narration Der Africander (published 1878 under the name of his bethrothed Emma Pollmer) and the enlarged version Der Boer van het Roer (1879). All three texts tend to demonize the British as new rulers of the Cape and to idealize the Boers: To W. O. von Horns readers the agricultural Afrikaner life seems so much like their own, Karl May stresses the allegedly strong cultural ties between Germans, Dutch and Boers. By teaching his readers a lesson in humanity and tolerance W. O. von Horn not only follows didactic aims that are a characteristic of the popular enlightenment of early 19th century, but also bases his plot on the romance elements of the literary scheme established by Homerʼs Odyssey to present an enduring hero of a love story. On the other hand Karl May uses the adventure plot of the ancient epic to depict the protagonist (in Der Africander) and especially his first-person narrator (in Der Boer van het Roer) as a trickster whom his readers can admire. In Die Boorenfamilie von Klaarfontein Jan van Daanen does not revolt against his father who does not allow his loving for Mietje to develope into marriage and the founding of an interracial family, but by suffering and enduring he finally overcomes all obstacles: Piet van Daanen learns to accept the Amakosa princess as his daughter-in-law, who brings her tribe christendom and her new Boer family peace with their native neighbours. The Piet van Holmen of Der Africander is not the patient endurer but the active fighter: When British rogues kidnap his beloved, he chases them down and finally kills them; the first-person narrator of Der Boer van het Roer adds to this heroism the intellectual skills of superior warefare; more importantly May distinguishes him from the Boer characters by attributing to the latter a rude and inhuman colonialism which the former does not share and does not approve. But it is he who benefits most from his adventure by bringing home some precious Cape diamonds – and the vision of a future German colonialism that will yield wealth even beyond the exspectations of German Gründerzeit society for those who dare to simply act – not ruthless, but resolutely – in the complex interlacing of a colonial world. Both W. O. von Horn and Karl May follow the aims of their time and surroundings, and both use literary tradition descending from Homer to do so.

Perspectives of Cultural Anthropology and Literary Studies on Novellas by W. O. von Horn and Karl May

Zehra

Quality of Literary Translation. Turkish Translations of E.T.A. Hoffmann’s Novella Das Fräulein von Scuderi as a Case in Point

Sang-bum

Michael

The Asiatic influence on the Poetics of Expressionism by examples of the German writers Alfred Döblin and Gottfried Benn

Stellan

Grow up! – Masculinity, violence and genre in Fatih Akıns Short sharp shock

Valeria

Prof.

Scientific Communication: Call for Multiculture

Sergei

Sublanguage ‘linguistics’ in universitary communication: Explicit and implicit authorisation of scientific texts

Ali Osman

Else Günther is a children's author who started writing books after the Second World War, but was almost completely forgotten by the end of the 1970s. In her books, which have a pre-intercultural characteristic, she introduces foreign continents such as Africa and Asia (Turkey) and countries such as Sweden, Norway, and Finland to children in post-war Germany. In my opinion, she uses her writing to develop the intercultural skills of post-war children. Based on the children’s book Sonjas lustige Türkenreise, it seems that the author did not talk about the destruction by and consequences of the Nazi regime, even though she wrote during the early 1950s. On the contrary, she brings an exemplary family life to the forefront of the welfare society. Even the title of her book is striking because it translates as Turkish Trip instead of Turkey Trip, so one could argue that it can be seen as a mental trip into the world of the Turks (as Asians). Franz &amp; Meier (1978, p. 155) state that the text pragmatics, or use and function of the text, should be taken more into consideration while organizing children’s or juvenile literature. They suggest that the following questions be asked:&nbsp;Does the text primarily want to be instructive? - Does the text primarily want to direct behavior? - Does the text primarily want to entertain? (see Nündel, 1976)From this point of view, my aim is to answer these questions about the text function in terms of what it is attempting to evoke in the reader’s mind in the example of Else Günther's children’s novel Sonjas lustige Türkenreise. My goal is to clarify how children's literature contributed to child education in the 1950s and which bridge functions between the self (me) and others after the racist regime. The focus of this research is the question of how the author encouraged child education and the overcoming of societal prejudices toward the degradation of foreign peoples and cultures. Else Günther mostly wrote novels during the first years of her authorship in the 1950s, which made a tremendous pedagogical contribution to intercultural children's education in the context of the literature of child autonomy. In this sense, the children are directed to conscientious behavior through the examples set by little Sonja's mischiefs and experiencesThus, the questions we have asked at the beginning are also answered based on Nündel (1976). Else Günther's text is entertaining on the one hand, but on the other hand, it is secretly so instructive that child readers are directed toward better behavior by reading.From a pedagogical point of view, this approach is praiseworthy, because it would otherwise not be a suitable method for children's education. An unsympathetic teaching might have caused a negative reaction in the children and the desired aim would not have been reached. Children should be able to move autonomously in their own living and play areas so that they can create their own experiences by observing the human and animal environment. In this sense, Else Günther has a tendency to act in accordance with the text function of the novel Sonjas lustige Türkenreise, thus developing a role model for child readers and to initiate a spiritual identification process. The novel is about middle-class heroes who come from a nice family environment. We see here that imagination and psychology are important elements for children to get rid of the obligation to undertake honesty as a duty and a strict adherence to norms set by adults (see Steinlein, 2008, p. 327). In our view, this requires the involvement of Else Günther's young girl novel to the texts of “child autonomy literature” (Ewers, 1995); that is, to the field of the pacemaker texts in this context, with its free-spirited and rebellious protagonist. Not only parents’ relationships with their children, but also the literal reflection of foreign worlds are obviously very important to the author in terms of pedagogical aspects, especially with regard to the intercultural education of the children of the new generation.

An Analysis of the Educational Value of Children’s Literature in Else Günther’s  Sonjas lustige Türkenreise

Franziska

"We call him son" – the nexus of identity, family and migration in Feridun Zaimoğlu's Leyla

Özlem

German playwright Heiner Müller, a dramatist coined as a postmodernist, produced postdramatic plays using techniques such as pastiche, rewriting and alienation, and reimagined history, myths and old texts under the light of the twentieth century history and postrdramatic theatre. One of his most exemplary plays that uses these characteristics is Hamletmachine (Die Hamletmaschine, 1977), a distinctive rewriting of Hamlet. Hamlet as one of the most important examples of the Elizabethan drama and revenge tragedies is itself a play that uses techniques such as pastiche, play within a play, and rewriting, proves the interdisciplinary nature of drama. Hamlet includes discussions about religion and philosophy, together with a slight discussion of art theory in the midst of the play. The rewriting of Hamlet, with the writing style of Müller in 1970s, puts forward the changes in and the important techniques of the twentieth century texts and performances. As a rewriting Hamletmachine creates not only a new text but also an unusual, innovative, and even experimental interpretation in terms of text and performance. Not only the text and performance, but also the text, performance, years of literary criticism, and many readings of the original text are connected to one another in this play which help the creation of a different kind of visibility on stage. “Death Suits Ophelia,” directed by Ozan Gözel and Tuluğ Ülgen as a part of the 4 Short Plays by Studio Actors in 2005, focuses on Müller’s interpretations while it also suggests that they’re rewriting not only Shakespeare and Müller but the existentialist writer Sartre’s The Flies (1943) as well as Eugene O’Neill’s Mourning Becomes Ophelia (1931) (These texts are 1930s and 1940s rewriting of the Ancient Greek myths of Orestes and Electra, and Aeschylus’ tragedy Oresteia, a tragedy that affected Hamlet and Hamletmachine, as well). As a rewriting of these text, their performance piece creates a new text and gives way to new interpretations with its diverse staging. The aim of this article is to argue that drama is an interdisciplinary and intermedia art by nature, and the performance can also be considered as a rewriting while play texts and performance, two parts of the same art, are also two different disciplines with their own dynamics. For this aim, this article will focus on Müller’s Hamletmachine investigating the text’s relation to its predecessor, its use of technique and the multiple interpretations in the play. The article will also focus on the different interpretations of the performance piece “Death Suits Ophelia” with an intention to discuss both texts’ interdisciplinary and intermedia characteristics as rewritings.

Text and Performance as an Interdisciplinary and Intermedia Rewriting:  Hamletmachine (1977) and “Death Suits Ophelia” (2005)

Laura

Wolfgang Koeppens short stories: various ways of an autobiographical writing

Cristiano

The Neoclassical Grand Tour of Sicily and Goethe’s Italienische Reise

Saniye

Even though Feridun Zaimoglu’s novel Isabel, published in 2014, evokes his other novel Leyla in view of its female title character, there are significant differences between these two works. Isabel focuses on topics such as identity, integrity, border, and crisis situations, all of which are regarded as peculiar to Turkish-German Literature from a different perspective. The novel presents life and border situations from the 21st century life in Berlin. It further visualizes the theme of non-integrity as well as the crisis of the modern subject of the present, which results from social problems and social conventionality. The novel’s female protagonist puts an end to her life as a model and begins a new life after separating from her long-term boyfriend. She is surrounded by figures from the lower social milieu, including bottle pickers, madmen, transsexuals, and homeless people. The aim of this study is to focus on the conceptualization of the title character with regard to the constitution of the subject and from an intercultural perspective. By using and introducing the theoretical approaches of Stuart Hall and Judith Butler to the “subject", I will first analyze the ‘crisis of the subject’, which appears with the eponymous character. I will also concentrate on the critical position of the female protagonist that is particularly targeted against the conventional discourses and attitudes of society. In view of her distinctive disgust for the fundamental things in life, the protagonist is primarily characterized by a new concept of the self. She has a firmly distant attitude toward any kind of conventionality and thus isolates herself from society. However, she also rescues herself from the position of the subjected and non-“recognizable” (Butler 2008: 15) individual, insofar as she reverses the dynamics of society through her critical attitude revealed in her discourse. This means that this character performs a “subversive resignification” (Butler 2008: 246) and creates a space for her self-defined subjectivity. This process of revaluation, which is directly linked to the title character, can also be observed from an intercultural perspective. Secondly, I will show how the novel undermines and recodes the ethnicized and culturalized female subject through its subversive title character. It is remarkable that even though this character is of Turkish origins, this fact has no specific function on the frame of the plot. The emphasis on the performative phrase “I am only me” makes the distant and critical position of the protagonist to any kind of conventional discourse strategies obvious. In this regard, the conceptualization of the title character is a reminiscent of the female characters in Koppstoff who explicitly reject the stereotypical formations of the Turkish-German woman that are commonly found in the German public. The speech of the character Gül is particularly important here. In this context, the novel leads to the critical reconsideration of perception patterns Turkish culture as well. It is clear that the novel initiates a revaluation of the Turkish culture within the German community and its elements in a subtle way.

“I am only me.” The ‘Crisis of the Subject’ in Feridun Zaimoglu’s Novel Isabel

Antonie

Academic Writing with Italian freshman students of German as a Foreign Language – Feasible Steps to Critical Thinking?

Alena

Women Writings of Men Authors in Contemporary Migrant Literature? Leyla by Zaimoğlu and Zaira by Florescu

Deniz

Sarah

Garbage in Paradise – Waste and the Representation of Space in Fatih Akın’s Documentary Müll im Garten Eden

1979, the second novel of the Swiss writer Christian Kracht, published in 2001, is an implicit criticism of the culture of Western bourgeoisie. Both with its title and with its setting in Tehran, especially in the first part, the novel reminds us the 1979 Islamic Revolution in Iran from its start. Kracht’s novel depicts Tehran as a modern city and as one of the geographies of modernism and globalisation as Andreas Huyssen identifies (Huyssen 2005: 6). From this perspective, we get to know Tehran as a city where decadent people from all over the world organize jet-set parties and in the light of this information Tehran as depicted in the novel emerges as a space which is beyond cultures and independent of Eastern identity. However, the date is 1979 and the city is on the threshold of social and political transformation. All in all, the novel does not mainly deal with the fact that city, hence the country, is at a political junction. The novel mainly focuses on an anonymous first person narrator and his partner Christopher who come to the city which is on the verge of the coup. They came to the city for a degenerate party with drug use in the atmosphere. After this party, which depicts the Western life style in its degenerated from, Christopher dies at a derelict hospital in one of the city’s dark neighbourhoods. Hence, the anonymous protagonist of 1979, decides to travel East as the other of the West. The second part of the novel mainly deals with the constantly eastward journey of the anonymous protagonist. His purpose is the fill the gap inside him and create some value in his life. With this purpose in mind, the protagonist of 1979 joints the Tibetan pilgrims who travel to the sacred Mount Kailash, accepted as the centre of the universe. After a hard climb, he understands that he won’t find the meaning he was seeking there. The journey did not achieve its goal. Then he travels further eastwards. During his journey he gets arrested by the Red Chinese soldiers and he is taken to a working camp where experiments on atom bombs are carried out. It is at this camp that the protagonist can get rid of his western identity. The camp is a place where hunger and cruelty rule and people inflict great pain on one another. He is content; because his anonymity had gained some meaning at last. As Johannes Birgfeld (2007: 408) states, this is a kind of exile and it is an attempt to deal with the existing identity crisis. 1979 shows that as one gets further away from the West, not only the subject with its Western identity, but all other concepts ascribed to the West also die. Hence, 1979 does not only pinpoint the beginning of a coup in world history, but the novel emerges as a turning point where concepts of space and time are also dissolved as cultural signifiers. The present study expounds on this argument in relation to Christian Kracht’s novel 1979.

The Dissolution of Images of Space and Time  in Christian Kracht’s Novel 1979

Pınar

Published in 1902, Thomas Mann’s novella Gladius Dei concentrates on the confrontation of a burgher and his extraordinary artwork, and by that, shows a tragic situation of an artist at the turn of the 20th century. In the novella, Mann criticizes the art scene in and around Munich, which was the “city of art” in Germany during the process of modernization. The city turned into a center for artists who independently produced art and sold these works in flourishing art galleries. Rapidly increasing industrialization had caused an increase in the income of the rising educated middle classes, who in turn had become increasingly interested in art. In the fin-de-siècle, or more precisely, in the transition to modernity, art occupied a special role in society. As such, its overall position became more autonomous. Art, which tried to separate itself from everyday life with clearly visible borders, provided the basis for the simple array of entertaining works that were characterized by the “L’art pour l’art” principle. The narrative of the novella depicts Munich’ art scene in its excessiveness, and simultaneously emphasizes the strong aestheticism and the extreme dominant role of beauty in these artworks. Mann’s storyline reflects the fact that artworks increasingly gained function as commodities. It was not only artists who profited from these artworks, but an increasing number of people started to dealth art, and as such, art became considered a trade. This, in turn, led to a situation in which art stared to lose its function and turned into something meaningless. In the novella, this lucrative “beauty business” is reflected in the Blüthenzweig art gallery. While showing exaggerated attitudes toward art, the narration critiques the fact that art was gaining such an autonomous position in society. Hieronymus, who is a pious character, feels offended by the obscene representation of Madonna, which he sees in the beauty shop of Blüthenzweig. In fact, he wants this inconvenient painting to be burned. Hieronymus’ stance represents the group of people within society who thought that this new type of art was misleading and caused separation from religion. The text refers to secularization as one of the main results of modernization process. The role of religion began to change and the educated middle classes began to question religious devotion. Instead, art was almost worshiped and thereby it was beginning to replace religion. However, the separation from religious institutions was not easily accepted, and there was staunch opposition against this development. Modern art was blamed for the intellectual development and emotional alienation of individuals from religion. While the Munich art scene and its excessiveness is reflected in the “beauty business” of Blüthenzweig, Hieronymus’ pointed depiction also symbolizes the exaggerated moral attitudes toward modern art, whereby the narrative draws attention to a balanced position. Mann refers to the theatrical exaggeration of beauty, which runs into a dead-end through the lack of reference to everyday life, whereby the artwork simultaneously loses its function and meaning. The novella ends with the&nbsp;process of estrangement of the artist, for whom the work of art only exists in terms of aesthetic and material values. Moreover, Mann criticizes the nonsensical beauty worship and emphasizes that this is a result of artistic disconnectedness. Hence, the aspiration of the artist to separate himself from the bourgeoisie seems absurd, for the artist himself is part of the bourgeois world. The ostensible antithesis of artistry and bourgeoisie was the consequence of this civil period in crisis. Thus, it can be seen as a reflection of the entire bourgeois situation at the turn of the century, implying the social reality of decadence. Gladius Dei contains an implicit criticism of the fin-desiècle art scene in Munich. The narrative interprets art as meaningless by showing how much it has become oriented toward purely aesthetic values.

The artist at the turn of the century as a “burgher who’s gone astray“: Munich’s Modernist Movement in search of its identity in the early stories of Thomas Mann

Cosmopolitan Imaginings in the German-Speaking World

Arne

Gabriella

Transfer of knowledge in lectures on physics: German-Italian perspectives on verbal processing

Literature and Film. Introduction to Literary Film Analysis

Riham

“It is the pain that brings us together”. Approach through loss in September. Fata Morgana by Thomas Lehr

Gülay

International conference: „The future of bilinguality in German educational system: with focus on Russsian and Turkish

Sevinç

Representation of foreign language skills of prospective Turkish Teachers of German: A Case Study of Istanbul University

The fact that the perceptions of the teaching profession determine the attitudes of teachers and their behavior within the classroom is often mentioned in academic literature (Borg, 2003, p. 81). In this regard, it is important to explore prospective teachers’ perceptions of teachers and the teaching profession in order to make conclusions about their own learning and teaching behavior. The word “metaphor,” originally from Greek, is an important tool to describe how people see life, the environment, events and objects, and seek explanation through comparison (Cerit, 2008, p. 694). Metaphors structure our inner world, thinking processes, and reflect not only our plans and ideas, but also how we perceive our environment (Marsch, 2009). To a large extent, metaphors also form the way we think, experience, decide, and behave in our daily lives (Lakoff &amp; Johnson, 1980).Numerous studies show the reproduction of thinking of prospective (or currently practicing) English teachers via metaphors. In particular, in this sense, in the field of prospective German language teachers (or currently practicing) the potential to use metaphors has hardly been used. Therefore, this study aims to determine which metaphors prospective German language teachers describe their role as future teachers. Since teachers describe their role through metaphors, they also construct specific personal meanings about teaching per se. This study attempts to answer the following five research questions: (i) What metaphors do prospective Turkish language teachers of German create to describe a German language teacher? (ii) What metaphors do prospective German language teachers of German create to describe a German language teacher? (iii) How do prospective Turkish language teachers of German describe their metaphors? (iv) How do the prospective German language teachers of German describe their metaphors? (v) Do these metaphors reveal cultural differences? Data were gathered from a research study group consisting of 130 German language students (62 Turkish and 68 German) who were at the time studying in their first year in the German language teacher training programs at Turkish and German universities respectively. These teacher trainee students were asked to provide their own conceptualization regarding their roles as language teachers through the statement “A German teacher is like ……………because…………………..” They were asked to focus on only one metaphor. These reasons enabled a more precise interpretation of the metaphors and their classification into categories. The data for this study were analyzed using the metaphor analysis methodology. The metaphors were separately analyzed. Similar metaphors were brought together and were codified according to the typology of metaphors developed by De Guerrero and Villamil (2000). This categorization includes nine role categories: cooperative leader, knowledge provider, challenger/agent of change, nurturer, innovator, provider of tools, artist, repairer, and gym instructor.The results show that the Turkish participants named 35 different metaphors while the German participants named 48. The metaphors that the participants produced varied in terms of number and content. The German participants preferred animate metaphors whereas the Turkish participants mostly created not-so-imaginative metaphors. Only the metaphors of teacher, travel guide, and parent were used by both groups. Because most of the prospective teachers were being considered teachers, they were also conceptualized as being cooperative leaders. In both groups, this category was the most commonly described metaphor. While the Turkish student group saw the teacher as a second “knowledge provider,” this category was only seventh among the German student group. It is remarkable that both groups did not see the teacher as an “innovator”. The results of the Turkish students, in particular, show that they see the teacher according to behavioristic principles, that is, as a person who–besides conveying knowledge and giving support to students– does not take any other roles. From the analysis of the results, it can be concluded that cultural characteristics are hardly apparent. Undoubtedly, the results, as described above, cannot be generalized and must be supported by further research. In this context, the study presented here is only a first step in this direction, for it attempts to give an insight into the realm of thinking in the field of prospective German language teachers.

A Comparative Study of the Realms of Thinking by German Language Teachers Using Metaphors

7. International contrastive Media Linguistics Conference: Media Culture – Multimodality and Intermediality

Erika

Germanistik zwischen Regionalität und Internationalität: 60 Jahre Temeswarer Germanistik

German language and literature between regionality and internationality: 60 years of Timisoarian German language and literature

Intertextual relationships in academic texts and production of polyphony: A descriptive analysis of citations using the example of Turkish and German business management research articles

Business German as an occupational course in the curricula of departments for German language and literature in Turkey – using the example of Department for German Language and Literature at Istanbul University

Nilgün

Symposium of School for Foreign Languages at TurkishGerman University „Lingual and cultural contacts in the GermanTurkish context“

Mukadder

Learning starts with the birth of an individual, and the learning process is dependent on several factors during the life span of individuals. Family, environmental factors, social culture and traditions, education system, conditions, necessities, and teacher attitudes are the factors that direct the learning process. Learning is both an individual and a social process, and the traditions of learning and teaching are effective in this process. Learning and teaching habits are also dependent on a country’s teaching and learning tendencies or education system. However, this situation should not create the view that learning can be generalized as a single learning culture and is fixed. Just like the variety of individuals, learning habits hold individual differences, too. In other words, people have different learning habits and strategies, and these learning habits may change over time. When individuals think about the issue of learning, have a conscious comprehension of learning, or make conscious decisions on how they will learn in a successful way, their learning habits may change, and their motivation may increase. For learners (individuals), self-learning means taking the responsibility of learning, planning, analyzing, and evaluating; being able to identify their strengths and weaknesses; and being motivated to learn. To sum up, selflearning is a component of lifelong learning. Self-learning may take place both during and out of the formal education process. The importance of self-learning to the learners can be summarized as follows:Supporting learner autonomy, - Identifying and developing individuals’ own skills and competencies, - Being able to follow the dynamic developments of the twenty-first century and information and communication technologies, and - Increasing one’s own motivation.&nbsp;Concepts such as lifelong learning, motivation, self-learning, communicative competence, and learner autonomy play a central part in the current and contemporary education process. These key concepts are identified as important objectives in education. Students are at the center of this process because the self-learning habits of students are indispensable in the frame of identified objectives. Self-learning is undoubtedly significant for German language teacher candidates, too. The purpose of this study is to reveal the self-learning habits of German language teacher candidates in the sample of Trakya University. In accordance with this purpose, a questionnaire was administered in all classes of the German Language Teaching Department. In this context, the questionnaire aimed to identify German language teacher candidates’ self-learning habits and perspectives on self-learning itself. A total of 40 German language teacher candidates (32 females, 8 males) participated in the study. In each class from the first grade to the fourth grade, a total of 10 students were randomly chosen, and a total of 40 students answered the questionnaire to collect data. The number of participants was limited because open-ended questions were included, aside from the close-ended questions, in the questionnaire. Close-ended questions were analyzed by using SPSS and were evaluated in percentages. For open-ended questions, content analysis was performed.&nbsp;The findings of the study demonstrate that the keywords used by participants on self-learning were “interest,” “want,” and “effort.” Terms such as “identifying objects” or “taking responsibility” were expressed by only three participants. The self-learning habits emphasized mostly by the German language teacher candidates who participated in the study were note-taking, summarizing, writing sentences with the newly learned words, researching, vocabulary studies, and repetition. These findings indicate that the participants especially focused on writing skill among their self-learning habits. This finding shows that various learning styles and different learning methods should be allowed in the education process of students. Only in this way can students develop their skills, competences, and tendencies in the context of self-learning. As mentioned in the introduction part of the study, one of the most important objectives of the German Language Teaching Department is to help German language teacher candidates become competent in the linguistic, professional, and cultural dimensions. An especially crucial skill for German language teacher candidates is linguistic competence (reading, writing, speaking, and listening) in the teaching learning dimension. With regard to their evaluation of language levels, more than half of the participants (58%) classified their language levels as intermediate. Another important detail to note is that the number of participants who regard their language levels as weak or low (30%) was not scarce. In this respect, German language teacher candidates inevitably become more conscious about selflearning to develop their German language skills. One of the significant outcomes of this study is that German language teacher candidates evaluate the self-learning process as important. However, they possess a limited perspective on the context and need guidance and encouragement regarding self-learning. For this reason, one of the most important duties of the German Language Teaching Education Department is to arrange environments where active learning will be maintained for students, learning objectives will be determined, and taking responsibility will be specified and guided.&nbsp;

Self-learning habits of German language teacher candidates

Şeyda

Şenöz-Ayata, Canan (2014): Bilimsel Metin Üretimi, İstanbul: Papatya, 232 sayfa

Khrystyna

The article analyzes television interviews in Ukrainian and German from the perspective of the personality of the interviewer and the difficulties that arise before and during that interview. Communicative deviations as differences in the expectations of the interviewer vis-à-vis the expectations of the respondent and the addressee are revealed and critically analyzed. Particular attention is paid to the triangle of relationships between the interviewer, the respondent, and the addressee (the viewer). Elements such as age, sex, status, knowledge, interests, and expectations play an important role in the building of relationships between the interviewer, the respondent, and the addressee. Therefore, they are important for the overall success of the interview. However, we believe that all these elements can be generalized under a hypernym of expectations. Accordingly, the journalist assumes three roles: a representative of the audience (the addressee), a promoter of the invited (the respondent), or a representative of himself/herself. In this article, we only draw on and reflect the deviations in the television interviews in both languages when the interviewer has other expectations about the interview than the respondent or the addressee (the viewer), which is a failure from the side of the first one, that is, the interviewer. Therefore, the two levels at which interviews are conducted are important. Namely, these are the informative level (receiving and providing information) and the emotional level (feelings and mutual understanding). The informative level includes informative purpose, types of questions, clarity of expression, clarity of answers, and content of information. The emotional level embraces climate (socio-emotional connection), non-verbal behavior, elaborative questions, intentional adjustment, and approaches to journalists and respondents. Yet, we believe that it is also noteworthy to include a third level, namely a contextually situational one. On the basis of empirical material, we have identified the following communicative deviations in the television interviews from the perspective of the interviewer: 1. The goal is not set or is prepared inaccurately, 2. The topic is too broad, 3. Inappropriate respondent, 4. The respondent is not sufficiently prepared for the interview, 5. Difficulties in conducting interviews (such as issues with equipment or problems with shooting), 6. The respondent is not listening (in some situations this prevents the opening of a dialog altogether), 7. Too conventional and fixed list of questions, 8. Lack of time for preparation, and 9. Wrong approach to the respondent in terms of his/her expectations regarding age, gender, status, knowledge, and interests. Taking into account the communicative failures in the television interviews we have analyzed before, one can distinguish the following ways of eliminating them: 1. Clearly define the goal of the interview, 2. Find the appropriate communication partner in terms of his/her skills and the ability to speak, 3. Create a favorable atmosphere in the previous conversation to properly prepare the respondent for the communication, 4. Carefully listen to the respondent, 5. During the interview itself, the content, the intention of the respondent, the language, and the speaking&nbsp;manner of the respondent, as well as the body language, and facial expressions and gestures of the respondent should be additionally observed, and 6. In cases when the interviewer is evading a question or does not want to respond at all, one can resort to these tactics. Communicative deviations as violations of the interviewer’s expectations in all their forms can be avoided, or at least reduced, if all the elements of communication at the informative and emotional level—and very often at the communicative-situational level—are taken into account, and greater attention is also paid to technical characteristics. This will contribute to an interesting and dynamic, understandable and consistent, and most importantly, informative television interview. At the same time, there were no significant differences in the television interviews in Ukrainian (more cautious and sensitive questions) or in German (more specific and targeted questions), for the journalists’ European way of conducting television interviews is similar in both linguistic cultures, and the differences are due to the historical development of democracy.

Political television interviews and communicative failures for journalists

Gesellschaft für interkulturelle Germanistik 2014 yılı kongresi 29 Mayıs-1 Haziran 2014, Limerick

Diskursanalyse interdisziplinär, Bremen - Berlin 17.08.2014 - 31.08.2014

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Alman Dili ve Edebiyatı Dergisi - Studien zur deutschen Sprache und Literatur which has been an official publication of Istanbul University, Faculty of Letters, Department of German Language since 1954 is an international, open access, peer-reviewed and scholarly journal published two times a year in June and December.

Alman Dili ve Edebiyatı Dergisi - Studien zur deutschen Sprache und Literatur publishes disciplinary and/or interdisciplinary, theoretical and/or applied research articles that focus on German language and literature in the following fields: literary studies, linguistics, semiotics, cultural studies, communication studies, film studies, media studies, German films, German media, Austrian films, Swiss Films, Turkish-German Cinema, disability studies and films, German-Jewish studies, adaptation studies, intermediality and transmediality in narratives, comics and manga studies, visual studies, migration and postmigration in German narratives, German utopian studies, German dystopian studies, utopia and/or dystopia in German literature, utopia and/or dystopia in German films, utopia and/or dystopia in German art, utopia and/or dystopia in German comics, utopia and/or dystopia in German mass media, utopia and/or dystopia in German television series, posthumanism and/or transhumanism in German narratives, German literary history, Turkish-German relations in literary history, Austrian literary history, Swiss literary history, German-Jewish relations in literary history, holocaust and memory studies, medieval studies and medieval German literature.  The journal aims to provide a platform for sharing scientific knowledge in these fields.

The journal also offers reviews of scientific books and news of national and international conferences which cover the mentioned fields. This journal accepts manuscripts written in one of the following languages: German, Turkish, and English. The target group of the Journal consists of academicians, researchers, professionals, students, related professional and academic bodies and institutions.

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles. http://sdsl.istanbul.edu.tr/en/content/about/open-access-statement                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                

MLA International Bibliography

ProQuest

Scopus

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EBSCO

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DOAJ

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Studien zur deutschen Sprache und Literatur

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Alman Dili ve Edebiyatı Dergisi - Studien zur deutschen Sprache und Literatur which has been an official publication of Istanbul University, Faculty of Letters, Department of German Language since 1954 is an international, open access, peer-reviewed and scholarly journal published two times a year in June and December.Alman Dili ve Edebiyatı Dergisi - Studien zur deutschen Sprache und Literatur publishes disciplinary and/or interdisciplinary, theoretical and/or applied research articles that focus on German language and literature in the following fields: literary studies, linguistics, semiotics, cultural studies, media and film studies. The journal aims to provide a platform for sharing scientific knowledge in these fields.The journal also offers reviews of scientific books and news of national and international conferences which cover the mentioned fields. This journal accepts manuscripts written in one of the following languages: German, Turkish, and English. The target group of the Journal consists of academicians, researchers, professionals, students, related professional and academic bodies and institutions.

Aim and Scope

- SCOPUS - Web of Science - Emerging Sources Citation Index (ESCI)- TÜBİTAK-ULAKBİM TR Dizin- EBSCO Communication Source- EBSCO Central &amp; Eastern European Academic Source - MLA International Bibliography- SOBIAD- DOAJ- ProQuest Central- ProQuest Turkey Database- ProQuest Social Sciences Database- ProQuest Social Sciences Premium Collection- Erih Plus- <a href="https://miar.ub.edu/issn/2619-9890" target="_blank">MIAR</a>- Gale Cengage- <a href="https://about.proquest.com/en/products-services/Ulrichsweb/" target="_blank" style="background-color: transparent;">Ulrichsweb</a>

Indexing and Abstracting

The journal is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by <a href="https://publicationethics.org/" target="_blank">the Committee on Publication Ethics (COPE)</a>, <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">the Directory of Open Access Journals (DOAJ)</a>, <a href="https://oaspa.org/" target="_blank">the Open Access Scholarly Publishers Association (OASPA)</a>, and <a href="https://www.wame.org/" target="_blank">the World Association of Medical Editors (WAME)</a> on <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a> The subjects covered in the manuscripts submitted to the Journal for publication must be in accordance with the aim and scope of the Journal. Only those manuscripts approved by every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Changing the name of an author (omission, addition or order) in papers submitted to the Journal requires written permission of all declared authors.Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unethical behaviors. All manuscripts not in accordance with the accepted ethical standards will be removed from the publication. This also contains any possible malpractice discovered after the publication. Plagiarism Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. If plagiarism/self-plagiarism will be found authors will be informed. Editors may resubmit manuscript for similarity check at any peer-review or production stage if required. High similarity scores may lead to rejection of a manuscript before and even after acceptance. Depending on the type of article and the percentage of similarity score taken from each article, the overall similarity score is generally expected to be less than 10%. In our journal, studies produced from undergraduate, graduate and doctoral theses and congress papers published in full text or as abstracts are not included. Double Blind Peer-Review After plagiarism check, the eligible ones are evaluated by the editors-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope. The editor provides a fair double-blind peer review of the submitted articles and hands over the papers matching the formal rules to at least two national/international referees for evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims.

Policies

The journal is an open access journal and all content is freely available without charge to the user or his/her institution. Except for commercial purposes, users are allowed to read, download, copy, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the <a href="https://www.budapestopenaccessinitiative.org/read" target="_blank">BOAI</a> definition of open access.The open access articles in the journal are licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.en" target="_blank">CC BY-NC 4.0</a>) license.

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles.

Authors publishing with the journal retain the copyright to their work licensed under the Creative Commons Attribution-NonCommercial 4.0 International license (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">CC BY-NC 4.0</a>) (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">https://creativecommons.org/licenses/by-nc/4.0/</a>) and grant the Publisher non-exclusive commercial right to publish the work. CC BY-NC 4.0 license permits unrestricted, non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Editor should consider publishing correction if minor errors that do not effect the results, interpretations and conclusions of the published paper are detected. Editor should consider retraction if major errors and/or misconduction that invalidate results and conclusions are detected.Editor should consider issuing an expression of concern if there is evidence of research or publication misconduct by the authors; there is evidence that the findings are not reliable and institutions of the authors do not investigate the case or the possible investigation seems to be unfair or nonconclusive. The guidelines of <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> and <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> are taken into consideration regarding correction, retractions or expression of concern.RetractionJournal follows <a href="https://publicationethics.org/sites/default/files/retraction-guidelines-cope.pdf" target="_blank">COPE’s Retraction Guidelines</a> in case of retraction. The editor has the right to retract an article if: <ul><li>There is clear evidence that the findings are unreliable; either as a result of a major error (e.g. miscalculation or experimental error), or as a result of fabrication (e.g. of data) or falsification (e.g. image manipulation).</li><li>It contains plagiarised content. </li><li>It has been published elsewhere without proper attribution. </li><li>It contains material or data without authorisation for use.</li><li>There is copyright infringement or there is some other serious legal issue.</li><li>It reports unethical research. </li><li>There is evidence that the peer-review process is compromised or manipulated.</li><li>The author(s) failed to disclose a significant competing interest (also known as a conflict of interest) that, in the opinion of the editor, would have unduly influenced the interpretation of the work or the recommendations of the editors and peer reviewers.</li></ul>In case of retraction the following steps are followed:<ul><li>Retraction notice including article title is published in a subsequent issue of the journal. The retraction notice is paginated and listed in the table of contents. </li><li>A link is provided between the retraction notice and the original article in the electronic version. </li><li>The online article is preceded by a page containing the retraction notice; the reader can then proceed to the article itself.</li><li>The original article remains unchanged, except for a watermark on the .pdf on each page stating that it has been &#34;retracted”.</li></ul>Article Removal for Legal ReasonsIn the following circumstances, except the metadata (title and authors), the text of the article is removed and a page informing that the article has been removed for legal reasons replaces the article. <ul><li>The article is found to be defamatory or to infringe the legal rights of others, and retraction is not deemed to be an adequate solution.</li><li>The article has been, or is reasonably likely to be the subject of a court order.</li><li>There is a significant risk to public health. </li></ul>

To guarantee that all papers published in the journal are maintained and permanently accessible, articles are stored in Dergipark which serves as a  national archival web site and at the same time permits LOCKSS to  collect, preserve, and serve the content.Additionally, authors are encouraged to self-archive the final PDF version of their articles in open electronic archives with  that conform to standards of Open Archives Initiative (<a href="https://www.openarchives.org/" target="_blank">https://www.openarchives.org/</a>). Authors should provide a link from the deposited version to the URL of IUPress journal website.

The Artificial Intelligence Policy, prepared in light of developments in artificial intelligence (AI) and practices in scholarly publishing, sets out the editorial and ethical principles that authors, reviewers, and editors should follow when using such technologies. The following sources have been considered in the preparation of the AI policy:Committee on Publication Ethics <a href="https://publicationethics.org/guidance/cope-position/authorship-and-ai-tools" target="_blank">(COPE) - Authorship and AI tools</a>; International Committee of Medical Journal Editors <a href="https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html#four" target="_blank">(ICMJE) - Artificial Intelligence (AI)-Assisted Technology; World Association of Medical Editors  (WAME) Chatbots, Generative AI, and Scholarly Manuscripts</a><a href="https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html#four"></a>AI-assisted technologies (such as large language models [LLMs], chatbots, or image generators) can develop and produce a wide variety of content, including text, images, audio, and synthetic data. When used ethically and safely, these capabilities can increase productivity and foster innovation, but when used without human guidance, they pose risks such as inaccurate and biased results, omissions and errors in citations, deficiencies in protecting privacy and intellectual property rights, and potential violations of authors' and publishers' rights. IUPress adopts the following core principles to avoid these risks in the use of AI:  <ul><li>Details of any AI used in the production of content (including but not limited to text, figures, images, and code) must be declared and clearly explained in the appropriate section of the paper (as an acknowledgement and/or in the methods section). </li><li>No AI tool may be listed as an author in any scientific paper. </li><li>Authors are responsible for the accuracy, completeness, and originality of their work, even if AI is used in any way; they are responsible for the proper referencing and attribution of others' ideas, data, words, or other materials. </li><li>Reviewers and editors must not upload submitted work, in whole or in part, to any generative AI application.</li></ul>In the editorial processes of IUPress publications, tools are available to assist editors in identifying AI-generated content. On the other hand, it is common to use AI tools that provide suggestions for improving and enhancing readability, language, and grammar, and such AI tools can be used in IUPress publications under the supervision of editors and authors.

Artificial Intelligence Policy

<ul><li>Authors are required to declare if they have used AI-assisted technologies (such as large language models [LLMs], chatbots, or image generators) in the creation of their submitted work. </li><li>Authors should explain, both in the cover letter and in the appropriate section of the submitted paper (as a footnote and/or in the methods section), which AI tool and which version of it they have used and for what purpose. </li><li>Authors should also indicate how they used the AI tool and how they assessed the validity of the results obtained using this technology, and what aspects of the paper, manuscript content, data or supporting files were influenced by the use of the AI tool or were generated by AI.</li><li>It is the authors' responsibility to ensure the accuracy, validity and appropriateness of content and citations generated by AI-assisted technologies and to eliminate potential errors, inconsistencies and biased results. </li><li>Authors should always check the original sources to eliminate possible plagiarism, recognising that there is a potential for plagiarism in texts produced with AI-assisted technologies. They should confirm that they have checked and that the sources are original.  </li><li>AI-assisted tools (such as ChatGPT) cannot be listed as authors because they cannot be responsible for the accuracy, integrity, and originality of the work, and these responsibilities are essential to authorship. Therefore, authors are responsible for all material involving the use of AI-assisted technologies. Authors should ensure that all statements in the article that state the hypotheses, interpretations, conclusions, limitations, and implications of the study represent their own opinions.  </li><li>Studies created by authors using AI tools in the following ways, which substitute for the basic researcher's and author's responsibilities, violate the principles of scientific publishing and publication ethics, and such studies are not eligible for inclusion in publications: </li></ul><ul><ul><li>Generation of text or code without rigorous review, </li><li>Generation of synthetic data to replace missing data without a robust methodology, </li><li>Creation of any inaccurate, synthetic content, including abstracts or supplementary materials, </li><li>Creation and manipulation of images and figures (pictures, graphs, data tables, medical images, image snippets, computer codes and formulae) or original research data (enhancing, hiding, moving, removing or adding a particular feature within an image or figure) using AI.</li></ul></ul>

It is essential to maintain confidentiality in the peer review process and not to share or use the reviewed work in this process. <a href="https://publicationethics.org/sites/default/files/ethical-guidelines-peer-reviewers-cope.pdf" target="_blank">(COPE – Ethical Guidelines for Peer Reviewers</a>)<ul><li>Reviewers should not upload a manuscript or part of a manuscript submitted to them for review to generative AI tools or large language models to assist in the review, evaluation or decision-making process, as uploading content to such AI tools by reviewers violates the authors' privacy and property rights.  </li><li>Reviewing a scientific paper is a responsibility that can only be undertaken by human beings. The critical thinking and original evaluation required for peer review is beyond the scope of this technology, and there is a risk that the technology will produce inaccurate, incomplete or biased conclusions about the paper. The peer review report and decision letters should reflect the personal assessment of the reviewers and editors of the submitted content. The reviewer is responsible and accountable for the content of his/her report. </li><li>AI tools may be used in a limited way to improve the quality of the language of the peer review report (for translation or language editing) in the context of peer review. If such use is made, the reviewer must declare the use when submitting the report. </li><li>Reviewers who suspect inappropriate or undisclosed use of generative AI in a submission should report their concerns to the editor.</li></ul>

Editors are obliged to ensure that the confidentiality of the manuscripts submitted to the journal is maintained during the evaluation process, and it is essential that the peer-reviewed work is not shared or used outside the parties involved in that process. (COPE - Code of Conduct and Best Practice Guidelines for Journal Editors) <a href="https://publicationethics.org/files/Code_of_conduct_for_journal_editors_Mar11.pdf" target="_blank">(COPE – Code of Conduct and Best Practice Guidelines for Journal Editors)</a>.<ul><li>Editors should not upload a submitted article, or any part of it, to generative Artificial Intelligence tools or Big Language Models to assist in the review, evaluation or decision-making process, as this may violate authors' privacy and property rights. </li><li>Managing the editorial review of a scientific article implies responsibilities that can only be attributed to humans. Generative AI or AI-assisted technologies should not be used by editors to assist in the evaluation or decision-making process of an article, as the critical thinking and original evaluation required for this task is beyond the scope of this technology and there is a risk that the technology will produce inaccurate, incomplete or biased conclusions about the article. The editor is responsible and accountable for the editorial process, the final decision and its communication to the authors.</li><li>Editors should not use generative AI tools to compose decision letters or abstracts of unpublished research. </li><li>Editors may use generative AI tools to help find appropriate reviewers.</li><li>If editors suspect the use of generative AI in a submitted manuscript or a submitted referee report, they should conduct an editorial review of the matter and consider the policy.</li></ul>

Alman Dili ve Edebiyatı Dergisi - Studien zur deutschen Sprache und Literatur is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by the Committee on Publication Ethics (COPE), the Directory of Open Access Journals (DOAJ), the Open Access Scholarly Publishers Association (OASPA), and the World Association of Medical Editors (WAME) on <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a>All submissions must be original, unpublished (including as full text in conference proceedings), and not under the review of any other publication synchronously. Each manuscript is reviewed by one of the editors and at least two referees under double-blind peer review process. Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unnethical behaviors.All manuscripts not in accordance with the accepted ethical standards will be removed from the publication. This contains any possible malpractice discovered after the publication.

Ethics

Alman Dili ve Edebiyatı Dergisi - Studien zur deutschen Sprache und Literatur adheres to the highest standards in research ethics and follows the principles of international research ethics as defined below. The authors are responsible for the compliance of the manuscripts with the ethical rules.-    Principles of integrity, quality and ransparency should be sustained in designing the research, reviewing the design and conducting the research.-    The research team and participants should be fully informed about the aim, methods, possible uses and requirements of the research and risks of participation in research.-    The confidentiality of the information provided by the research participants and the confidentiality of the respondents should be ensured. The research should be designed to protect the autonomy and dignity of the participants.-    Research participants should participate in the research voluntarily, not under any coercion.-    Any possible harm to participants must be avoided. The research should be planned in such a way that the participants are not at risk.-    The independence of research must be clear; and any conflict of interest or must be disclosed.-    In experimental studies with human subjects, written informed consent of the participants who decide to participate in the research must be obtained. In the case of children and those under wardship or with confirmed insanity, legal custodian’s assent must be obtained.-    If the study is to be carried out in any institution or organization, approval must be obtained from this institution or organization.-    In studies with human subject, it must be noted in the method’s section of the manuscript that the informed consent of the participants and ethics committee approval from the institution where the study has been conducted have been obtained.

It is authors’ responsibility to ensure that the manuscript is in accordance with scientific and ethical standards and rules. And authors must ensure that submitted work is original. They must certify that the manuscript has not previously been published elsewhere or is not currently being considered for publication elsewhere, in any language. Applicable copyright laws and conventions must be followed. Copyright material (e.g. tables, figures or extensive quotations) must be reproduced only with appropriate permission and acknowledgement. Any work or words of other authors, contributors, or sources must be appropriately credited and referenced.All the authors of a submitted manuscript must have direct scientific and academic contribution to the manuscript. The author(s) of the original research articles is defined as a person who is significantly involved in “conceptualization and design of the study”, “collecting the data”, “analyzing the data”, “writing the manuscript”, “reviewing the manuscript with a critical perspective” and “planning/conducting the study of the manuscript and/or revising it”. Fund raising, data collection or supervision of the research group are not sufficient roles to be accepted as an author. The author(s) must meet all these criteria described above. The order of names in the author list of an article must be a co-decision and it must be indicated in the <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/1AF31CFBD1B4427490037969F1BD9E9E" target="_blank">Copyright Agreement Form</a>. The individuals who do not meet the authorship criteria but contributed to the study must take place in the acknowledgement section. Individuals providing technical support, assisting writing, providing a general support, providing material or financial support are examples to be indicated in acknowledgement section.All authors must disclose all issues concerning financial relationship, conflict of interest, and competing interest that may potentially influence the results of the research or scientific judgment.When an author discovers a significant error or inaccuracy in his/her own published paper, it is the author’s obligation to promptly cooperate with the Editor-in-Chief to provide retractions or corrections of mistakes.

Editor provides a fair double-blind peer review of the submitted manuscripts for publication. He ensures that all the information related to submitted manuscripts is kept as confidential before publishing.Editor is responsible for the contents and overall quality of the publication. He must publish errata pages or make corrections when needed.Editor does not allow any conflicts of interest between the authors, editors and reviewers. He has the full authority to assign a reviewer and is responsible for final decision for publication of the manuscripts in the Journal. They must have no conflict of interest with respect to the research, the authors and/or the research funders. Their judgments must be objective.Reviewers should identify the relevant published work that has not been cited by the authors. They must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the Editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The reviewers are not allowed to have copies of the manuscripts for personal use and they cannot share manuscripts with others. Unless the authors and editor permit, the reviews of referees cannot be published or disclosed. The anonymity of the referees is important. In particular situations, the editor may share the review of one reviewer with other reviewers to clarify a particular point.

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope. The selected manuscripts are sent to at least two national/international referees for evaluation and publication decision is given by editor-in-chief  upon modification by the authors in accordance with the referees’ claims.Editor-in-Chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender, sexual orientation, citizenship, religious belief or political philosophy of the authors. He/She provides a fair double-blind peer review of the submitted articles for publication and ensures that all the information related to submitted manuscripts is kept as confidential before publishing.Editor-in-Chief is responsible for the contents and overall quality of the publication. He/She must publish errata pages or make corrections when needed. Editor-in-Chief does not allow any conflicts of interest between the authors, editors and reviewers. Only he has the full authority to assign a reviewer and is responsible for final decision for publication of the manuscripts in the Journal. Reviewers must have no conflict of interest with respect to the research, the authors and/or the research funders. Their judgments must be objective. Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side. A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process. The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees must be ensured. In particular situations, the editor may share the review of one reviewer with other reviewers to clarify a particular point.

Peer Review

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.  Editor-in-chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender, sexual orientation, citizenship, religious belief or political philosophy of the authors and ensures a fair double-blind peer review of the selected manuscripts.The selected manuscripts are sent to at least two national/international external referees for evaluation and publication decision is given by editor-in-chief  upon modification by the authors in accordance with the referees’ claims.Editor in chief does not allow any conflicts of interest between the authors, editors and reviewers and is responsible for final decision for publication of the manuscripts in the Journal.Reviewers’ judgments must be objective. Reviewers’ comments on the following aspects are expected while conducting the review.-    Does the manuscript contain new and significant information?-    Does the abstract clearly and accurately describe the content of the manuscript?-    Is the problem significant and concisely stated?-    Are the methods described comprehensively?-    Are the interpretations and consclusions justified by the results?-    Is adequate references made to other Works in the field?-    Is the language acceptable?Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees is important.

LanguageArticles in Turkish, German and English are published. Submitted manuscript must include an abstract both in the article language and in English. All manuscripts must include an extended abstract in English as well.Manuscript Organization and FormatAll correspondence will be sent to the first-named author unless otherwise specified. Manuscpript is to be submitted online via <a href="https://dergipark.org.tr/en/pub/iuaded" target="_blank">https://dergipark.org.tr/en/pub/iuaded</a> and it should be accompanied by a cover letter indicating that the manuscript is intended for publication, specifying the article category (i.e. research article, book review etc.) and including information about the manuscript (see the Submission Checklist). Manuscripts should be prepared in Microsoft Word 2003 and upper versions. In addition, <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/1AF31CFBD1B4427490037969F1BD9E9E" target="_blank">Copyright Agreement Form</a> that has to be signed by all authors must be submitted.1.    The manuscripts should be in A4 paper standards: having 2.5 cm margins from right, left, bottom and top, Times New Roman font style in 10 font size, line spacing of 1.5 and “justify align” format. For indented paragraph, tab key should be used.2.    The title of the text should be centered on the page, in lower-case letter, bold, Times New Roman font.3.    Before the introduction part, there should be an abstract of 200-250 words both in the language of the article and in English and an extended abstract in English between 600-800 words, summarizing the scope, the purpose, the results of the study and the methodology used following the abstracts. The English title of the manuscript should be above the English abstract. Underneath the abstracts, 5 keywords that inform the reader about the content of the study should be specified in the language of the article and in English.4. Articles should be between 5000 - 8000 words, excluding abstract(s) and extended abstract. 5.   The manuscripts should contain mainly these components: title in the language of the article, abstract and keywords; title in English, abstract and keywords in English, extended abstract in English, body text sections, footnotes and references.6.    Quantitative and qualitative studies should include Introduction, Methods, Findings, Discussion sections. If an original model is used, the Methods section should include the Sample / Study Group, Data Collection Tools and Process subdivisions.7.    Tables, graphs and figures should be given with a number and a defining title to enable following the idea of the article.8.    A <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/9A7655E620CE4854A3AE17C1F79ADB7E" target="_blank">title page</a> including author information must be submitted together with the manuscript. The <a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=titlepagetemplatesdsl_636996628523220791.docx" target="_blank">title page</a> is to include fully descriptive title of the manuscript and affiliation, title, e-mail address, ORCID, postal address, phone number of the author(s) (see The Submission Checklist).9. Tables, Graphics and PicturesAll tables, graphics and pictures should be numbered in the order of Arabic numerals and written in bold. Every table, graphic or picture should have a title. More informations about the tables, pictures or graphics should be given as footnote.Examples: Tablo 1: Öğrencilerin Dil Kullanımı  / Resim 1: René Magritte İmgelerin Laneti10. All words except publication languages (German, English and Turkish) should be written in italic font.Examples: 1968 führte Jacques Derrida den Begriff la différance in die Philosophie ein.                   Lexikalisch zentral sind die Wörter pelle, rughe, viso und luce.11. Citations should be given in original form. Every citation shpuld have a reference information such as date, author and page numbers.Citations shorter than 3 lines should be given as shown below:Articles written in English or Turkish: “…”Example: Lennard J. Davis writes “To understand the disabled body, one must return to the concept of the norm, the normal body” (Davis, 1995, p. 23).Example: Akşit Göktürk ütopya adasını “örnek yasalarla kurulmuş mutlu bir toplum düzeni” olarak tanımlar (Göktürk, 2012, s. 60-61).Articles written in German: ,,……“Example: Die Szene eröffnet mit dem Ausspruch „Pietro Aretino war ein Spötter, / Und trotzdem hat ihn Tizian gemalt.“ (Wedekind, 2009, Band VII,1, S. 275).Citations longer than 3 lines should be given as shown below:Articles written in German:Gegen Ende der Szene stürmt der Polizeipräsident die Bühne und versucht, das Publikum vor der Nacktheit zu schützen:Besteht das Publikum da unten vielleicht aus Paradieskindern? Nein! Besteht das Publikum aus lauter Geistesgrößen? Nein! Der normale Staatsbürger kann nun einmal die Wahrheit nicht hören und die Nacktheit nicht sehen, ohne außer Rand und Band zu geraten, ohne gemeingefährlich zu werden. (Wedekind, 2009, Band VII,1, S. 281)Articles written in English or Turkish:Example: The Author Lennard J. Davis continues,So much of writing about disability has focused on the disabled person as the object of study, just as the study of race has focused on the person of color. But as recent scholarship on race, which has turned its attention to whiteness, I would like to focus not so much on the construction of disability as on the construction of normalcy. I do this because the problem is not the person with disabilities; the problem is the way that normalcy is constructed to create the ‘problem’ of the disabled person. (Davis, 1995, pp. 23–24)Batı’nın zamanı ideal tarihin inşasının kurucu öğesi olarak görmesi, Engelhardt’ı zamanın ve tarihin dışında bir şimdi yaratmaya sevk eder:Zira Engelharhdt’ın, komodin olarak kullandığı bir kütüğün üzerine yerleştirdiği ve bir anahtar vasıtasıyla düzenli bir şekilde kurduğu saati tek bir kum tanesi yüzünden geri kalmaktaydı, kum tanesi kendisine saatin içinde yay ile vızıldayan küçük bir dişli arasında rahat bir yer bulmuştu ve sert, öğütülmüş mercan iskeletinden meydana geldiği için Kabakon zamanının minimal ölçüde yavaşlamasında neden oluyordu (Kracht, 2012, s. 74)12. The references part shuold be named as Literaturverzeichnis, References or Kaynakça.13. Title of the abstracts should be Abstract for articles written in German or English and Öz for articles written in Turkish.14. All shortened book names or names of special historical events should be remarked as footnote to provide information about the book’s original name.Example: World War I &gt; WWIVerwirrung der Gefühle (Zweig, 1926) &gt; VG15. All emphasized words or phrases should be given as shown below:Articles written in German:Haushofer perspektiviert die Natura us einem ,femininien Stanpunktʽ.Articles written in English or Turkish:As a matter of fact, this speaks about ‘hopelessness’ and ‘the way to uncertainty’.Romandaki adada dış dünyada akıp giden zamanın aksine bir tür ‘zamansızlık’ hüküm sürer.16. Names of books, films, journals, songs etc. Should be written in italic font.17. Custom names or names of the fictional characters should not be written in bold or italic font.18. Headlines and subheadlines are not necessary, however if they will be used, all of them should be numbered in the order of Arabic numerals and formatted as shown below:Example:1 Einleitung2 Erstes Kapitel2.1       Erstes Unterkapitel des ersten Kapitels2.2       Zweites Unterkapitel des ersten Kapitels3  Zweites Kapitel3.1       Erstes Unterkapitel des zweiten Kapitels3.2       Zweites Unterkapitel des zweiten Kapitels3.3       Drittes Unterkapitel des zweiten Kapitels4 Drittes Kapitel5 SchlussLiteraturverzeichnisAnhang19.    The liability of the manuscripts submitted to our journal for publication, belongs to the author(s).20.    The author(s) can be asked to make some changes in their manuscripts due to peer reviews.21.    The studies that were sent to the journal will not be returned whether they are published or not.

Author Guidelines

Before beginning the online submission process please read the Information for Authors and make sure you have the followings available:Cover letter to the editor<ul type="disc"> <ul type="circle"> <li>The category of the manuscript</li> <li>Confirming that “the paper is not under consideration for publication in another journal”.</li> <li>Including disclosure of any commercial or financial involvement.</li> <li>Confirming that last control for fluent English was done.</li> <li>Confirming that journal policies detailed in Information for Authors have been reviewed.</li> <li>Confirming that the references cited in the text and listed in the references section are in line with APA 7.</li> </ul> </ul><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/1AF31CFBD1B4427490037969F1BD9E9E" target="_blank">Copyright Agreement Form</a>Permission of previous published material if used in the present manuscript<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/ACF0D299C4F64C05B2234BF663AA338C" target="_blank">Title page</a><ul type="disc"> <ul type="circle"> <li>The category of the manuscript</li> <li>The title of the manuscript both in the language of the article and in English</li> <li>All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses</li> <li>Corresponding author’s email address, full postal address and telephone number</li> <li>ORCIDs of all authors.</li> </ul> </ul>Main Manuscript Document<ul type="disc"> <ul type="circle"> <li>The title of the manuscript both in the language of the article and in English</li> <li>Abstracts (200-250 words) both in the language of the article and in English</li><li>Articles should be between 5000 - 8000 words, excluding abstract(s) and extended abstract.</li> <li>Key words: 5 words both in the language of the article and in English</li> <li>Extended Abstract (600-800 words) in English</li> <li>Main article sections</li> <li>Grant support (if exists)</li> <li>Conflict of interest (if exists)</li> <li>Acknowledgement (if exists)</li> <li>References</li> <li>All tables, illustrations (figures) (including title, description, footnotes)</li> </ul> </ul>Manuscript Submission<ul type="disc"> <li style="text-align: left;">DergiPark manuscript submission site of the journal is: <a href="https://dergipark.org.tr/tr/journal/35/submission/step/manuscript/new" target="_blank">https://dergipark.org.tr/tr/journal/35/submission/step/manuscript/new</a></li> <li style="text-align: left;">The manuscript must be submitted through the account of the corresponding author. The account of authors other than the corresponding author or someone else who is not included as an author in the work must not be used for submission. All correspondence regarding the submission is made with the correspondingauthor through e-mail via the DergiPark system.</li><li style="text-align: left;">While uploading Main Document, make sure that the main document has no information that clarify the author’s identity. Due to double blind peer review, Main Document must not include Title Page, the name of author or any other detail that can disclose the author identity. </li> </ul><ul type="disc"> </ul>Files to be uploaded separately<ul type="disc"> <li>Copyright Agreement Form</li> <li>Permissions obtained for previously published material if used in the present manuscript</li> <li>Title page</li> <li>Main Manuscript Document</li> </ul><ul type="disc"> <ul type="circle"> <li>The title of the manuscript both in the language of the article and in English</li> <li>Abstracts (200-250 words) both in the language of the article and in English</li><li>Articles should be between 5000 - 8000 words, excluding abstract(s) and extended abstract. </li> <li>Key words: 5 words both in the language of the article and in English</li> <li>Extended Abstract (600-800 words) in English</li> <li>Main article sections</li> <li>Grant support (if exists)</li> <li>Conflict of interest (if exists)</li> <li>Acknowledgement (if exists)</li> <li>References</li> <li>All tables, illustrations (figures) (including title, description, footnotes)</li></ul></ul><ul type="disc"> </ul>

Although references to review articles can be an efficient way to guide readers to a body of literature, review articles do not always reflect original work accurately. Readers should therefore be provided with direct references to original research sources whenever possible. On the other hand, extensive lists of references to original work on a topic can use excessive space on the printed page. Small numbers of references to key original papers often serve as well as more exhaustive lists, particularly since references can now be added to the electronic version of published papers, and since electronic literature searching allows readers to retrieve published literature efficiently.Papers accepted but not yet included in the issue are published online in the Early View section and they should be cited as “advance online publication”. Citing a “personal communication” should be avoided unless it provides essential information not available from a public source, in which case the name of the person and date of communication should be cited in parentheses in the text. For scientific articles, written permission and confirmation of accuracy from the source of a personal communication must be obtained.Reference Style and FormatAlman Dili ve Edebiyatı Dergisi - Studien zur deutschen Sprache und Literatur complies with APA (American Psychological Association) style 7&#65279;th Edition for referencing and quoting. For more information:-    American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.-   <a href="http://www.apastyle.org" target="_blank"> http://www.apastyle.org</a>Accuracy of citation is the author’s responsibility. All references should be cited in text. Reference list must be in alphabetical order. Type references in the style shown below.Citations in the TextCitations must be indicated with the author surname and publication year within the parenthesis.If more than one citation is made within the same parenthesis, separate them with (;).Samples:More than one citation;(Esin et al., 2002; Karasar, 1995)Citation with one author;(Akyolcu, 2007)Citation with two authors;(Sayıner &amp; Demirci, 2007)Citation with three, four, five authors;In references with three or more authors, valid for the first use; (Ailen et al., 2000)Citations in the ReferenceAll the citations done in the text should be listed in the References section in alphabetical order of author surname without numbering. Below given examples should be considered in citing the references.Basic Reference TypesBooka) Turkish BookKarasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. 3A Eğitim Danışmanlık Ltd.b) Book Translated into TurkishMucchielli, A. (1991). Zihniyetler [Mindsets] (A. Kotil, Trans.). İletişim Yayınları. (Original work was published in 1990, 7th Edition.)c) Edited BookÖren, T., Üney, T., &amp; Çölkesen, R. (Eds.). (2006). Türkiye bilişim ansiklopedisi [Turkish Encyclopedia of Informatics]. Papatya Yayıncılık.d) Turkish Book with Multiple AuthorsTonta, Y., Bitirim, Y., &amp; Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme [Performance evaluation in Turkish search engines]. Total Bilişim.e) Book in EnglishKamien R., &amp; Kamien A. (2014). Music: An appreciation.  McGraw-Hill Education.f) Chapter in an Edited BookBassett, C. (2006). Cultural studies and new media. In G. Hall &amp; C. Birchall (Eds.), New cultural studies: Adventures in theory (pp. 220–237). Edinburgh University Press.g) Chapter in an Edited Book in TurkishErkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi [Organization culture: Its functions, elements and importance in leadership and business management]. In M. Zencirkıran (Ed.), Örgüt sosyolojisi [Organization sociology] (pp. 233–263). Dora Basım Yayın.h) Book with the same organization as author and publisherAmerican Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Author.Articlea) Turkish ArticleMutlu, B., &amp; Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri [Source and intervention reduction of stress for parents whose children are in intensive care unit after surgery]. Istanbul University Florence Nightingale Journal of Nursing, 15(60), 179–182.b) English Articlede Cillia, R., Reisigl, M., &amp; Wodak, R. (1999). The discursive construction of national identity. Discourse and Society, 10(2), 149–173. http://dx.doi.org/10.1177/0957926599010002002c) Journal Article with DOI and More Than Twenty AuthorsKalnay, E., Kanamitsu, M., Kistler, R., Collins, W., Deaven, D., Gandin, L., Iredell, M., Saha, S., White, G., Woollen, J., Zhu, Y., Chelliah, M., Ebisuzaki, W., Higgins, W., Janowiak, J., Mo, K. C., Ropelewski, C., Wang, J., Leetmaa, A., . . . Joseph, D. (1996). The NCEP/NCAR 40- year reanalysis project. Bulletin of the American Meteorological Society, 77(3), 437–471. <a href="http://doi.org/fg6rf9" target="_blank">http://doi.org/fg6rf9</a>d) Journal Article from Web, without DOISidani, S. (2003). Enhancing the evaluation of nursing care effectiveness. Canadian Journal of Nursing Research, 35(3), 26-38. Retrieved from http://cjnr.mcgill.cae) Journal Article wih DOITurner, S. J. (2010). Website statistics 2.0: Using Google Analytics to measure library website effectiveness. Technical Services Quarterly, 27, 261–278. http://dx.doi.org/10.1080/07317131003765910f) Advance Online PublicationSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/ 10.1037/a45d7867g) Article in a MagazineHenry, W. A., III. (1990, April 9). Making the grade in today’s schools. Time, 135, 28–31.Doctoral Dissertation, Master’s Thesis, Presentation, Proceedinga) Dissertation/Thesis from a Commercial DatabaseSarı, E. (2008). Cultural identity and politics: Interculturalism in Mardin. (Unpublished PhD Thesis). Ankara University.b) Dissertation/Thesis from an Institutional DatabaseVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9943436)c) Dissertation/Thesis from WebYaylalı-Yıldız, B. (2014). University campuses as places of potential publicness: Exploring the politicals, social and cultural practices in Ege University (Doctoral dissertation). Retrieved from Retrieved from: http://library.iyte.edu.tr/tr/hizli-erisim/iyte-tez-portalid) Dissertation/Thesis abstracted in Dissertations Abstracts InternationalTonta, Y. A. (1992). An analysis of search failures in online library catalogs (Doctoral dissertation, University of California, Berkeley). http://yunus.hacettepe.edu.tr/~tonta/yayinlar /phd/ickapak.htmle) Master's/PhD Thesis in Dissertations Abstracts InternationalAppelbaum, L. G. (2005). Three studies of human information processing: Texture amplifica&#173;tion, motion representation, and figure-ground segregation. Dissertation Abstracts International: Section B. Sciences and Engineering, 65(10), 5428.f) Symposium ContributionKrinsky-McHale, S. J., Zigman, W. B., &amp; Silverman, W. (2012, August). Are neuropsychiatric symptoms markers of prodromal Alzheimer’s disease in adults with Down syndrome? In W. B. Zigman (Chair), Predictors of mild cognitive impairment, dementia, and mortality in adults with Down syndrome. Symposium conducted at the meeting of the American Psychological Association, Orlando, FL.g) Conference Paper Abstract Retrieved OnlineLiu, S. (2005, May). Defending against business crises with the help of intelligent agent based early warning solutions. Paper presented at the Seventh International Conference on Enterprise Information Systems, Miami, FL. Abstract retrieved from http://www.iceis.org/iceis2005/abstracts_2005.htmh) Conference Paper - In Regularly Published Proceedings and Retrieved OnlineHerculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., &amp; Lent, R. (2008). The basic nonuniformity of the cerebral cortex. Proceedings of the National Academy of Sciences, 105, 12593–12598. http://dx.doi.org/10.1073/pnas.0805417105i) Proceeding in Book FormSchneider, R. (2013). Research data literacy. S. Kurbanoğlu ve ark. (Ed.), Communications in Computer and Information Science: Vol. 397. Worldwide Communalities and Challenges in Information Literacy Research and Practice in (s. 134–140). Cham, İsviçre: Springer. http://dx.doi.org/10.1007/978-3-319-03919-0j) Paper PresentationNguyen, C. A. (2012, August). Humor and deception in advertising: When laughter may not be the best medicine. Paper presented at the meeting of the American Psychological Association, Orlando, FL.Other Sourcesa) Newspaper ArticleBrowne, R. (2010, March 21). This brainless patient is no dummy. Sydney Morning Herald, 45.b) Newspaper Article with no AuthorNew drug appears to sharply cut risk of death from heart failure.(1993, July 15). The Washington Post, p. A12.c) Web Page/Blog PostBordwell, D. (2013, June 18). David Koepp: Making the world movie-sized [Web log post]. Retrieved from http://www.davidbordwell.net/blog/page/27/d) Online Encyclopedia/DictionaryIgnition. (1989). In Oxford English online dictionary (2nd ed.). Retrieved from http://dictionary.oed.comMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.). The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastDunning, B. (Producer). (2011, January 12). inFact: Conspiracy theories [Audio podcast].  http://itunes.apple.com/f) Single Episode in a Television SeriesEgan, D. (Writer), &amp; Alexander, J. (Director). (2005). Failure to communicate. [Television series episode]. In D. Shore (Executive producer), House; New York, NY: Fox Broadcasting.g) MusicFuchs, G. (2004). Light the menorah. On Eight nights of Hanukkah [CD]. Brick, NJ: Kid Kosher.

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