Hans

Prof.

Web 2.0 is often referred to as ‘social’ or participatory. A genre of Web 2.0 to which this certainly applies is forums. Every user can take part in the communication exchange and publish his or her knowledge, experience and his or her very own opinions. This study focuses on the genre of forums. I qualitatively (and according to discourse or contentanalytical criteria) analyzed the special features of such lay communication in the context of a specific forum. In terms of content, I am referring to a forum from Germany that deals with health issues. The aim was to examine how medical professionals and medical knowledge are valued. Since it is difficult to access exact numbers of users in the context of such a forum, I selected a specific website that appears in the list of the most visited websites, and that already has a special probability of being accessed due to its URL (hence the name): www.gesundheit.de (according to the legal notice this forum is operated by Alliance Healthcare Germany, based in Frankfurt am Main). The topics were selected from posts published between December 2018 and April 2019. The contributions were transferred unchanged, i.e. including the orthographic and grammatical errors found in the original. It was reasonable to assume that a forum in which users meet to inform themselves about diseases in order to prepare themselves for or to follow-up visits at the doctor will also be looking for alternative treatments and that users who are disappointed with medical reactions will express themselves accordingly. Thus, it is the medium itself that suggests that critical positions on doctors, but possibly on clinical medicine as a whole, may dominate. The result, however, was that there is broad basic trust in medicine, at least in Germany. Against the background described, this is quite surprising. In the context of the forum examined, there was also a fundamental acceptance of the medical system as a&nbsp;whole. Whilst the purpose of this forum was assumed to be to absorb criticism and to seek alternative opinions (and, if necessary, to seek alternative therapy), there was little to no fundamental criticism. Thus, whilst this forum seems to be designed with the intent of enabling the expression of anger and frustration, there still is a dominant acceptance of medical science and even the medical profession. There is rarely criticism of individual doctors, too. If an individual physician is criticized, the authors in this forum keep their criticism with the respective doctors and very rarely propose alternative healing methods. Even with medication, there is little or no rejection of standard or conventional medicine. My hypothesis is that the function and associated seriousness that is expressed in the name of the forum may thus lead to an indeed fundamentally medicine-oriented form of discussion. As a research article, the paper of course does not and doesn’t want to make any assumptions about the reasons why (at least in the context of this forum) rationality is so fundamentally accepted. As I said, alternative methods are almost irrelevant, be they are close to the medical system, like homeopathy; be they remote to the system, such as magic. As a research article, the paper is limited to examining the facts and describing the dominance of the scientific belief system even in situations of crises and under unpleasant to lethal conditions. Another not insignificant observation is that in almost all contributions on this health forum, the assessment of the trustworthiness and the expertise of the forum authors were particularly important. This is obviously not just about the assessment of the communication partners, but also about the picture that one gives about oneself. Contributors are probably afraid of only being taken seriously if they can credibly demonstrate their own dismay or their own expertise. This may lead to problems in the relationship between ‘actual experts’ (i.e. medical professionals) and laypersons. However, here, too, it was found that surprisingly few problems have arisen.

How Physicians and Medical Knowledge is Assessed in a Health Forum

Valeria

Ludmila

In the present paper, we will engage with the important challenges posed by multimodal/multi-semiotic resources in communication. Multimodality is considered as a cultural technique and a communicative competence that guarantees mutual transparence and explicitness for interactors. We focus on the visual resource as a socially and culturally shaped semiotic resource of making meaning. In this framework the paper addresses the way knowledge and values are constructed through images as well as language usages. The paper attempts to point out a socio-cultural perspective on the understanding of multimodal texts. The paper discusses how images, as part of language-image-links, work in different socio-cultural contexts and shape our sociocultural experience and knowledge. Thus, the goal is to look at images as they represent information from a sociocultural environment. The interpretative complexity of the notions of ‘culture’ and ‘sociocultural context’ is explained. The analysis follows the position of discourse oriented cultural linguistics that presumes the situational and socio-cultural framework both for the production and the reception of utterances/texts. Methodology. Several approaches to multimodal communication have been developed. The theoretical framework of this paper was found in the theory of social semiotics according to Halliday, Kress, van Leeuwen, and in the concepts of multimodal communication and text linguistic view of the language-image-links according to Stöckl, Schmiz, Sandig and others. The present analysis is also in line with Kuße’s discourse sensitive cultural linguistics (diskurssensitive kulturwissenschaftliche Linguistik). From this theoretical perspective we show that there is a shift from the “linguist’s pride in language” (in Stöckl’s words) towards multimodality and visual methodology in meaning&nbsp;construction. We follow social semiotics in looking at how verbal and nonverbal signs (semiotics resources) are used in certain social practices. It has been emphasized in social semiotics how semiotic practices are driven by socio-cultural environments and how they are embedded in them and emerge from them. The paper looks at multimodal texts and images as they are context sensitive. Findings and Results. The theoretical reflections and text analytical observations show the explanatory charge of multimodal studies. In the provided analysis we tackle the multimodal texts and cases in point from modern German and Russian socio-cultural practice. Different types of image-language-links are considered, following the basic observations in text linguistics, namely complement and discrepancy or contrast. Multimodal metaphors and metonymy are also discussed. Visual images are iconic and also indexical (i.e. metonymic) in terms of their representation of abstract concepts and objects/events in their socio-cultural embeddedness. The authors presume that pictures should be understood in context and in combination with language. Linguistic and visual resources cooperate as they interrelate concepts. From this point of view, images are seen as an additional access point to explain meaning making process within its cognitive dimension. Next, multimodal texts, and images as a part of these texts, allow us to observe how socio-cultural work is performed. This, in turn, leads to the conclusion, that images are context embedded. In other words, they present information from the social environment. A visual image is not just an information vehicle. It is a constituent element of dynamic sense-making process. The cases under discussion show that multimodal texts could act as wrong indexicals and may cause wrong contextualization, if they are misplaced in contexts, i.e. if the context of text reception does not fit the context of text production. We can make sense of imagelanguage-texts if they fit the context. The present paper argues for more sensitivity in respect of the expansion of visual images and with regard to multimodal competence. The multimodal competence plays a crucial role in exploring the ideological and culturally specific implicatures behind the visual images. A potentially wide perspective integrating verbal text and picture within different social practices should also be considered as helpful in this framework.

Multimodality in Socio-cultural Contexts: To Talk with Pictures, to Understand Pictures

Vjosa

Assist. Prof.

Milote

Assoc. Prof.

In this article, the analysis of the metaphor “Pulverfass Balkan (Balkan Powder Keg)” shows how this metaphor has become an evaluation pattern vis-à-vis the Balkans amongst German-speakers since the First World War. The focus of the article is the investigation of the usage of this metaphor in German-language news accounts covering the Balkans from the beginning of the First World War to the present, more than a century later. The aim of the investigation is to find out which functions this metaphor has taken on as a pattern of evaluation/interpretation in German-language media discourse on the security situation in the Balkans, more specifically in the former Yugoslavia. At the same time, the intensity of use of this metaphor in times of acute crises shall be examined in comparison to times of low intensity conflict. This study also aims to show how the perception of the Balkans has developed in German-speaking countries. Routinely resorting to this metaphor, media reports have described the Balkans in general, and the former Yugoslavia in particular, as an area in which unrest has repeatedly occurred and might continue to occur. Using the metaphors of powder keg, fuse and spark, the recipient is fed with violence, threat and even fear scenarios that can trigger emotional concepts such as anxiety and fear. This article assumes that the metaphor “Pulverfass Balkan (Balkan Powder Keg)” describes a territory in which there is a high voltage that could lead to an explosion at any time. The causes of events that lead to the explosion of the powder keg are established discursively by the semantics of the lexical units “throw/be a spark” and “put a fuse”, as in the idioms “den Funken ins Pulverfass werfen/schleudern (‘throw a spark into the powder keg’); der Funke im Pulverfass sei (‘the spark in the powder keg’) and die Lunte ans Pulverfass legen (‘put the fuse on the powder keg’)”.On the basis of evidence from a press coverage corpus (109 documents), this paper examines how the metaphorical expression “powder keg” has become the evaluation/ interpretation pattern of the Balkans and to what extent this interpretation pattern can lead to an intensification of the threat potential. The corpus consists of media coverage in times of acute crises (World War I and post-Yugoslav wars) and in times of lack of them. In this way we want to determine whether the metaphorical expression “powder keg” in German-language media discourse has the same vitality and the same potential in wartime as in times of low conflict. The outbreak of WWI is considered a discursive event, expressed widely by the “powder keg” metaphor. The classic understanding of the metaphor is of a linguistic phenomenon that serves to embellish speech in a poetic and rhetorical way. Since ancient times, it has been the subject of investigation not only in linguistic but in many other scholarly fields. Metaphors are no longer regarded as mere ornaments of language in the scholarship on the metaphor. Especially since the groundbreaking publication Metaphors we live by (1980) by Lakoff and Johnson, which has been around for almost 40 years, the discussion of metaphors has been booming in many specialist disciplines. As the main representative of conceptual metaphor theory, which originated in the theoretical framework of cognitive linguistics, Lakoff and Johnson (2008 [1997]) relate the concept of metaphor to the conceptual level. This approach is based on the assumption that metaphors structure our everyday life and have a great impact on the way we think and act, i.e. language and thinking are subject to the same cognitive principles. In cognitive metaphor theory, complex and abstract phenomena can be summarized in familiar and elementary understandable concepts: conceptual metaphors actively participate in the processing of experiences. Press documents from ANNO - Historical Austrian Newspaper and Magazine Archives - serve as the material basis for the investigation for the period of the First World War. The reports from 1945 to the present consist of documents from the online archives of Der Spiegel, Tages-Anzeiger, St. Galler Tagblatt, Die Zeit, Die Presse and Euronews. The analysis shows that the metaphor “Pulverfass Balkan (Balkan Powder Keg)” inferred the following conceptual features: “instability”, “primitiveness”, “unreliability”, “ethnic and religious mixture”, “violence”, “corruption”, “lack of democracy” and “fundamentalist Islamism”. The use of the metaphor “Pulverfass Balkan (Balkan Powder Keg)” in media discourse has the function to convey attitudes and evaluations of the West as well as to convey opinions about the situation in the Balkans in general.In summary, it can be said that the Balkans have been referred to as a “powder keg” for more than a century due to political and historical events. In the documents examined, the metaphorical expression “powder keg” has always been used for the whole Balkans, the instability of which threatens the whole of Europe.&nbsp;

Perception and Evaluation of the Balkans as a Powder Keg in the German-language Press Discourse

İrem

Res. Assist.

Today, with the advance of technology, our communication types have gained a multimodal characteristic. Therefore, nowadays texts are no longer seen as monomodal structures, which only include verbal messages, but as multimodal structures, that combine different semiotic codes such as language (written and/or spoken), image (still and/or moving), music (jingle and/or song and/or instrumental) and sound (natural and/ or artificial). These structures are called multimodal texts in linguistics and semiotics. Multimodal texts have a great potential for meaning making. In linguistics and semiotics, TV-Commercials are defined as multimodal texts, which use verbal, visual and auditory resources to convince a specific target group of buying a specific product or service. For this reason, they are considered as one of the most analyzed multimodal text types in these two fields. The aim of this study is to analyze German and Turkish TV-Commercials with a multimodal oriented approach. This paper also presents the similarities and differences between the multimodal structures of the analyzed TV-Commercials, respectively, multimodal texts, in two different languages. The corpus is comprised of 20 TVCommercials of chocolate and/or chocolate containing products which are produced by the German brand Ritter Sport and the Turkish brand Eti between the years 2010 and 2016. For each language, ten different TV-Commercials of the mentioned brands are chosen randomly by considering the criteria that they contain the following modalities: language, image, music and sound. The analysis criteria have been defined moving&nbsp;towards a multimodal oriented theory, that is based on text linguistics and text semiotics. The analysis focuses on the following modalities which are used in the selected corpus such as language, image, music and sound, as well as their submodalities and the intermodal relations between them. All selected TV-Commercials which comprise the corpus of this study have been analyzed by using the mentioned criteria. Since a detailed analysis of each TV-Commercial is very comprehensive, only one data is chosen from each language to show an itemized examination. The results of the analysis have been separately presented for each language, and comparatively interpreted by pointing out the similarities and differences between the analyzed TV-Commercials in German and Turkish languages. The detailed analysis of the modalities and intermodal relations of the researched TV-commercials has indicated that there are many similarities in the following modalities and submodalities; language - word types, image - visual items, color, light, camera range, and camera angle. It has been found that both German and Turkish TV-Commercials use similar verbal and visual modalities. The use of the brand names and the substantives “Schokolade (DE) / çikolata (TR)” as keywords is remarkable in all the selected TVCommercials in both languages. This can be related with the brands’ values and advertised products. One of the most significant similarities between the analyzed TVCommercials is the connection between eating chocolate and being happy. To emphasize this relationship, similar visual and verbal modalities have been used synchronously, which are assisted by auditory modalities such as music and/or sound in the analyzed TV-Commercials. The analysis also detects that the intermodal connections between the modalities and submodalities in the selected TV-Commercials in the two languages are very coherent and compatible. This can be explained by the increasing impact of the globalization in advertising. The results of the study have also shown that there are some differences in the use of the modalities music, sound, and the usage rate of the modalities in the examined German and Turkish TV-Commercials. In the analyzed German TV-Commercials, the same brand jingle called Colors of Life is played, whereas a different instrumental song is played in each Turkish TV-Commercial as background music. Besides, the intensive use of chocolate bar breaking sounds to indicate the quality of the advertised product is very significant in the Turkish TV-Commercials. The differences between the analyzed TVCommercials in the German and Turkish languages can be associated with the brands’ values and types of the advertised products.According to the results of the multimodal analysis, there are more similarities than differences between the analyzed German and Turkish TV-Commercials. However, in terms of the use of the modalities, each language has an original characteristic. Based on the results of the multimodal oriented examination, this study demonstrates that due to the increasing globalization, TV-Commercials are becoming much more alike in their fundamental characteristics, even if they are created in different languages.

Multimodality in German and Turkish TV-Commercials: A Comparative Analysis of Ritter Sport and Eti Commercials

Handan

Servet

Lecturer

In this article, the role of pronunciation in foreign language teaching was first presented as an introduction. It follows its function in textbooks. Teacher competence was then discussed and the situation in the CEFR was briefly considered. The teaching situation was then described. Based on this, the research topic phonetics was examined more closely from the perspective of the relationship between phonetic letters and sounds. In the second part, the methodology was described, including the aim and the research questions, the research design, the context, the data collection and the sample as well as the analysis of the data. In the last part the results of this work were presented and discussed. Finally, the research questions were discussed in detail and suggestions were made.One of the most important aims of foreign language teaching is to teach learners how to speak accurately and understandably. Good pronunciation brings considerable advantages for foreign language learners. At this point, it is expected that a substantial value will be attached to pronunciation training, as is the case with receptive and productive skills. Understanding language learning as a whole and cultivating it so that real communication can take place are important prerequisites for language learning. The reason why this article focuses on pronunciation training in relation to the sound and letter relationship is that this area is rather neglected. In the present age, there are a lot of textbooks that pay enough attention to pronunciation, as in other areas of foreign language teaching. Besides the textbooks and students, the attitude of the teachers is worth mentioning. Only then do the textbooks have a chance to make the foreign language more functional in the classroom. There are languages where the spoken and written languages are more or less identical. The German language does not appear in this category. This becomes particularly clear when the phonetic-letter&nbsp;relation is examined. Dieling and Hirschfeld (2000) see the awareness of the relationship between pronunciation and writing in foreign language teaching as important. From this, some suggestions for the learning process can be derived: The teachers, the learners and the learning material itself are in the center of attention. Teachers should identify their learners’ deficits so that they know what needs to be improved. Foreign language teachers should be in no doubt about the aforementioned differences and terms so that they can carry out successful pronunciation training and recognize the causes of the errors or deviations. Learners should make the pronunciation exercises part of their learning process for self-training. The textbooks should contain numerous efficient pronunciation exercises, both for the teaching phase and for self-learning, according to the methodological-didactic principles of foreign language teaching.The aim of this study is to question which sounds are more problematic for multilingual Turkish German learners in university education. A further aim is to determine the possible causes of their pronunciation deviations. In the context of the present study an error analysis in the sense of Kleppin was carried out. The sample was a group of students from a Turkish university who were learning German as a third foreign language. To collect the data, the respondents were asked to perform a number of actions: to pronounce a list of selected words (see Appendix 1) privately (at home or in a quiet place), record themselves with electronic recording devices and then send the digitally stored recorded files to the researchers. The deviations that occurred were dominated by vowels, including diphthongs and vowels with umlauts, which was expected. Among the vowels, the diphthongs, the long vowels, the vowels with umlauts and the schwa-sound were particularly noticeable. Among the consonants, deviations were mainly in the following sounds: [ts], [k], [ʃp], [ŋ] and [h]. The causes of the above mentioned deviations were mostly due to interferences of the written language and the previously learned (foreign) languages. Apart from the deviations, it should be mentioned that the overall performance of the respondents was highly satisfactory, which can be attributed to the multilingualism of the learners.

The Relationship of Letters and Sounds in German. An Error Analysis of the Pronunciation of Multilingual Turkish Students

Ayşe

Fatih

Turkey participated in the Socrates project with the Council of Europe Decision (numbered 253/2000 / EC) on 24 January 2000 for a common policy in Europe. Foreign language teaching and second foreign language teaching policy in European countries have been accepted in Turkey too. Foreign language teaching in European countries is carried out inline with the educational policy of the “Department of Modern Languages of the Council of Europe”. This unit, which seeks to develop a common standard, common criteria and a common foreign language teaching policy in Europe, prepares “The Common European Framework of Reference for Languages”. Today, the foreign language teaching policy is implemented in all European countries based on this framework.This rating system is built on levels called A1, A2 (basic user), B1, B2 (independent user) and C1, C2 (proficient user). With this regulation, foreign language training materials are prepared accordingly.&nbsp;Students should acquire four basic skills (reading, writing, listening and speaking) to master a foreign language. The acquisition of these four basic skills takes place through their integration and interdependence. The development of the act of speech first requires the development of listening comprehension. Also, improving listening skills depends on speaking ability. Likewise, the development of writing and reading skills also takes place in interaction with each other. On the whole, the combination of these four skills leads to mastering a foreign language.&nbsp;There are many studies aimed at teaching a foreign language effectively in terms of these four skills. But most of these studies are in English. Each language has its own reading strategies, as well as its own teaching and learning strategies. So far, only a limited number of research on reading in German exists in Turkey. Moreover, almost half of this research is theoretical.Today, reading is an indispensable part of human life. By reading, one can think better, and, one can learn to form criticism and to accept criticism. Reading is a process in which signs and symbols are perceived by the eyes and ears, and then interpreted by the brain in an interpretive way. Through reading, people can access different sources of new information, events and experiences. Therefore, this competence includes learning, analysis and interpretation.&nbsp;Because reading is so important when learning a foreign language, the students at the German Language Teaching Program receive two years of “reading skills” and “extended reading and writing skills” seminars. Therefore, reading is one of the most important parts of the curriculum. Students take part in reading lessons for a total of four semesters, but the reading comprehension level of the students is not satisfactory.Therefore this study aimed to focus on improving students’ reading skills. Considering that it can contribute to the development of reading skills, levelled texts prepared within the context of the Common European Framework for Languages were used as research material.The impact of the leveled texts in respect of the Common European Framework of Reference on the achievement and retention of language learners in German reading lessons was measured quantitatively by comparing it with the non-leveled texts. Then it was supported with the students’ views . Following this purpose, 44 students (22 males and 22 females), who are enrolled in the Department of Foreign Language Teaching of the University of Necmettin Erbakan, participated in this study. A success test was applied to measure the change in students’ performance after the 8-week course. To measure the permanence of the information, a retention test was performed again after 21 days. Mixed model ANOVA was used for data analysis using the R program. The findings revealed that the experimental group showed a significant difference over time compared to the control group.

The Impact of the Leveled Texts Regarding the Common European Framework of Reference on the Performance and Retention of Undergraduate Students

Saniye

Christian Kracht’s Imperium and Steffen Kopetzky’s Risiko can be described as historical adventure novels, which deal with the Wilhelminian Era. While Kracht’s Imperium presents the eccentric life story and visions of the historical figure August Engelhardt who travels to the South Pacific, Kopetzky’s Risiko deals with the historical German-Ottoman expedition to Afghanistan during World War I. In both novels it is significant that the context of German colonialism plays an important role. The travel of the male figures to an exotic topography, the associated adventures and strains as well as the embedding of these aspects in the context of colonialism take on a special meaning for the argumentation of this study. Closely related to the specific configuration of the male subjects such as actors of colonialism, these novels open up a critical perspective on the typical perception of masculinity of the Wilhelminian Era, in which masculinity is explicitly associated with solidity, self-assertion, control and force. With regard to the construction of the male figures and their experiences, the aim of this study is to demonstrate that Kracht’s Imperium and Kopetzky’s Risiko can be seen as narratives which vehemently question and deconstruct conventional images and discourses of heroic masculinity. Based on the assumption that these novels contain postcolonial aspects and references to the political discourses and the colonial context of the Wilhelminian Era, this study will focus on the fictional images and configurations of the male figures in both novels. In this context, the study refers not only to literary studies which focus on the literary conception and configuration of masculinity, but also to sociological categories such as hegemonic and marginalised masculinity. In doing so, the fictional images and configurations of&nbsp;masculinity that can be observed in both novels will be related to the discourses of the Wilhelminian Era. After a short outline of the cultural discourses about masculinity at the beginning of the 20th century the study concentrates on an analysis of the male figures of the novels. The ideals of maleness and power particularly represented by Wilhelm II have been read as a form of male self-assertion and thus of hegemonic masculinity, which also correlates with the military and cultural expansion policy of that time. This very point constitutes the referential framework for the configuration and conceptualization of the male figures such as August Engelhardt in the novel Imperium or Oskar Niedermayer and Sebastian Stichnote in the novel Risiko. So, the illustration of the discursive link between the fictional configuration of masculinity and the imperial world politics of Germany constitutes a crucial point of the analysis. Therefore, the study concentrates on the significance of the body. Moreover, it becomes clear that both novels criticize the colonial ambitions of Germany by reducing the male characters to their bodies and simultaneously reveal the ambivalent character of colonial masculinity. In this sense, it could be ascertained that the images and configuration of masculinity in Kracht’s Imperium as well as in Kopetzky’s Risiko are dominated by the colonial discourses which turn out to be negative. So, the literary conception of masculinity serves as a critical dimension that reveals the negative aspects of German colonialism politics in the Wilhelminian Era. The utopia of August Engelhardt turns into in a barbaric cannibalism, which can be regarded as an anticipation of Nazi-Germany. Meanwhile the actors of the expedition reach the very limits of a human being, for they experience a significant reduction in bodies only. From this perspective the study makes clear that both novels undermine not only the myth of colonialism, but also the concept of the white man through the presented stories of important historical and fictional male figures.

Literary Concepts of Masculinity in Christian Kracht’s Imperium and Steffen Kopetzyk’s Risiko

Barış

Call for Papers Issue 52 (2024/2)

Csaba

Prof. Dr.

This article presents multiple perspectives on the Königsberger Express, a German-language newspaper published since 1993 in the exclave of Kaliningrad in Russia. The article especially focuses on the newspaper’s language and communication structures, thereby systematically outlining the mediatic linguistic portrait of the newspaper with regard to its central traits. Of specific interest to this study is the fact that this newspaper exists in a Russian exclave in a former German territory within a media context shaped by multiculturality and interculturality, as well as by translation-based multilingualism. This article therefore analyzes communicative phenomena within the specific area of tension between Russian and German. In addition to the linguistic points of study, the culturally induced features resulting from the unique culturality within the production of the newspaper also appear as points of interest. The article’s analysis and interpretation are based on a descriptive research focus rooted in the fields of variationist linguistics and interculturality.A unique characteristic of the newspaper lies within its production modalities. The paper is editorially created exclusively by Russian journalists in Kaliningrad, while the printing happens in Germany. Most articles are first conceived in Russian, and then translated into German by one Russian translator before being stylistically edited by a native German speaker from Germany (e.g., an intern).The so-called salience concept serves as the main analytical tool of this investigation. This concept allows an analysis of various characteristic, linguistically communicative features on various levels (i.e., lexicon, formulaic, and figurative items, as well as expression, grammar, style, text, discourse, and graphemics). Regarding culturality, manifestations of the Russian cultural setting also find expression as culture-specific words and names, Russian perspectivation, Russian-centric framings, peculiarities regarding gendered language, and various content-cultural specifics.In summary, the study found three main groups regarding the origin of linguistically unique features:1. The areal language contact (i.e., transfer or imitation of elements, structures, and models of the contact language) is responsible for many features found in the text. One subgroup here involves overt or explicit language contact phenomena as a material transfer of signs (signifiers) from Russian as the contact language. Another subgroup involves the covert or implicit contact phenomena in which the concept is being transferred rather than the language material or a linguistic form. Overall, this study has found many patterns of the Russian language being expressed in German.&nbsp;2. Some peculiarities involve simple alienation processes (e.g., shift of contrast or exaggeration of contrast that appear due to insecurities with German as a media language, such as in an overgeneralization of the language system).3. Others originate inadvertently out of a breach of norms (i.e., careless mistakes that even occur for highly competent text producers).This study ascertains that the Königsberger Express demonstrates a rather precise, unspectacular, straightforward, and conservative language that rarely uses word play, irony, or other pragmatic effects. The focus of the newspaper lies clearly in content-related reporting, with expressivity and stylistic excellence having lesser value. The variety of rubrics does not coincide with a variety in genres, as the journalistic forms of presentation remain within a relatively narrow frame.Despite the creditable achievements of the investigated newspaper, especially when considering the modest circumstances of production, this article establishes that the Königsberger Express cannot fully be seen as a highly professional German-speaking press release and that the Russian language and Russian culture in particular influence the journalistic articles. Contact-induced linguistic features do appear, especially in the area of microphenomena, but they are by no means a determining factor. The texts show only occasionally that they are the products of translation.The newspaper articles’ unique characteristic lies in the specific area of tension between the Russian and German language on the one hand (i.e., as translated and repeatedly redacted, collaborative texts), and within the Russian culture in a former German cultural region on the other hand. The Königsberger Express is a trans-created culturally asymmetrical newspaper, a species sui generis, in two ways: It operates in a contact network between Russian and German (most German-language contributions are translations from Russian) and in a particularly asymmetrical relationship due to the language being German, the cultural environment being Russian, and the German texts therefore frequently gaining a Russian perspectivation.&nbsp;In these respects, the newspaper is an example of a unique media type and therefore a unique expression of German as a media language. Thanks to the journalistic and translational approach to elements, structures, models, and contents of a partly formerly East Prussian and mostly contemporary Russian provenience, the newspaper frequently exhibits a genuine Königsberg (Königsberg or Kaliningrad) aura in many ways.&nbsp;

The Königsberger Express: Linguistic Portrait of a Russian-German Newspaper

Jameson

Let the Bodies Hit the Floor: a Comparison of Corporal Morphology in Shelley’s Frankenstein (1818) and Buchner’s Lenz (1836)

Sunil

Rabble, Masses or Humanity: Kraus and Canetti Responding to the July Revolt of 1927

Lilis

Pratomo

Erna

Unearthing the Power of Metaphors: How German Campaigns Craft Catchy Trash Slogans

Merve

Christa Wolf is one of the most significant German authors of the 20th century, with many of her works are deeply influenced by the historical and political events of her time, particularly the German division and period of the German Democratic Republic (GDR). Her works offer insights into the lives and experiences of individuals in a divided Germany, shedding light on the social, political, and psychological ramifications of this period. Wolf’s keen interest often gravitates toward the health circumstances engendered by state oppression, sparking debates over whether illness in her works should be interpreted metaphorically. This delves into the interpretation of illness in Wolf’s Leibhaftig, asserting that it is not metaphorical but rather emerges as a consequence of the incompatibility between social conditions and psychological stresses, echoing the sentiments contained in Sontag’s essay “Illness as Metaphor”. It is plausible that Wolf’s engagement with this theme is influenced by Sontag’s exploration of illness in her own works. In Leibhaftig, illness is portrayed realistically due to the severe stresses experienced during the rule of the GDR. Wolf addresses the social dimension of the illness, using a collective body as the setting, wherein psychosomatic symptoms manifest as a result of repression and oppressive policies. This deliberate choice of the body metaphor serves as a poignant social critique, depicting the sick body of the state as emblematic of societal malaise. Through the lens of biopolitics, the collective body represents society, functioning both as a stage and as an archive of the GDR’s tumultuous history. The protagonist’s journey through illness is interspersed with memories and implicit references to repressive politics, highlighting the interconnectedness of individual suffering with broader socio-political contexts. Herein lies Wolf’s critique: The state’s pursuit of a healthy populace disregards the deleterious impact of its own policies on public health, exposing the inherent contradictions within the regime’s biopolitical framework. Wolf implicitly critiques the oppressive state by incorporating the surveillance of the body by doctors, nurses, and surveillance monitors into the plot. Through these medical instances, the control exerted by the Stasi is symbolized, with the exploitation of the body emerging as a prominent theme. Similar to the state’s dominance, the body appears vulnerable and submissive in the hands of doctors. Here, Wolf emphasizes that the hospital setting reflects GDR society. Particularly, the dependence on Western drugs highlights both a dilemma and a form of resistance against the state system. This study confirms that Leibhaftig offers a realistic portrayal of illness subjected to the dictates of an oppressive regime, a contention supported by comparison with Wolf’s other works. Wolf illustrates the connection between body and soul in LH through the interactions between psychological and physical symptoms. While the protagonist survives the fatal illness, less positive fates are also depicted in her memoir, such as the suicide of her fellow student Hannes Urban. These narrative elements suggest that the protagonist’s self-reflection process during her illness, accompanied by memories of the state’s repressive regime and the insights gained from her hospitalization, symbolizes the twilight of the GDR. The protagonist’s memories serve as a conduit for processing mental anguish and highlighting the societal harm inflicted by the regime. The metaphor of the collective body underscores Wolf’s critique of a state that endangers people’s well-being, especially their health, through pervasive surveillance, power dynamics, and oppression.Drawing upon Susan Sontag’s essay “Illness as Metaphor” (1978), Wolf intricately explores the nexus between mental states, illness, and the body, illuminating facets of social and personal decay. Additionally, insights from Michel Foucault’s “The Birth of the Clinic: An Archaeology of the Medical Gaze” (1976) and his approach to biopolitics in “The History of Governmentality II: The Birth of Biopolitics” (2004), deepen our understanding of Wolf’s social critique, particularly regarding the collective body and physicians’ orientations within the biopolitical framework.&nbsp;

The Collective Body as the Scene of the Power in the GDR Regime: a Study of Leibhaftig by Christa Wolf

Furkan

Öğretim Görevlisi

Book Review: Literary Theories: From Hermeneutics to Human-Animal Studies (2023)

@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

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

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

Şebnem

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

Mahmut

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, 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.

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

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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.

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- 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>

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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.

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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.

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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 6.</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 6th Edition for referencing and quoting. For more information:-    American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA.-    <a href="http://www.apastyle.org" target="_blank">https://apastyle.apa.org/6th-edition-resources</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;First citation in the text: (Ailen, Ciambrune, &amp; Welch, 2000) Subsequent citations in the text: (Ailen et al., 2000)Citations with more than six authors;(Çavdar et al., 2003)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.Booka) Turkish BookKarasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. Ankara, Turkey: 3A Eğitim Danışmanlık Ltd.b) Book Translated into TurkishMucchielli, A. (1991). Zihniyetler [Mindsets] (A. Kotil, Trans.). İstanbul, Turkey: İletişim Yayınları.c) Edited BookÖren, T., Üney, T., &amp; Çölkesen, R. (Eds.). (2006). Türkiye bilişim ansiklopedisi [Turkish Encyclopedia of Informatics]. İstanbul, Turkey: 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]. Ankara, Turkey: Total Bilişim.e) Book in EnglishKamien R., &amp; Kamien A. (2014). Music: An appreciation. New York, NY: 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, UK: 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). Bursa, Turkey: 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.). Washington, DC: 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 Seven AuthorsLal, H., Cunningham, A. L., Godeaux, O., Chlibek, R., Diez-Domingo, J., Hwang, S.-J. ... Heineman, T. C. (2015). Efficacy of an adjuvanted herpes zoster subunit vaccine in older adults. New England Journal of Medicine, 372, 2087–2096. http://dx.doi.org/10.1056/NEJMoa1501184d) 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 DatabaseVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9943436)b) Dissertation/Thesis from an Institutional DatabaseYaylalı-Yıldız, B. (2014). University campuses as places of potential publicness: Exploring the politicals, social and cultural practices in Ege University (Doctoral dissertation). Retrieved from http://library.iyte.edu.tr/tr/hizli-erisim/iyte-tez-portalic) Dissertation/Thesis from WebTonta, Y. A. (1992). An analysis of search failures in online library catalogs (Doctoral dissertation, University of California, Berkeley). Retrieved from http://yunus.hacettepe.edu.tr/~tonta/yayinlar /phd/ickapak.htmld) Dissertation/Thesis abstracted 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.e) 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.f) 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.htmg) 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.0805417105h) Proceeding in Book FormParsons, O. A., Pryzwansky, W. B., Weinstein, D. J., &amp; Wiens, A. N. (1995). Taxonomy for psychology. In J. N. Reich, H. Sands, &amp; A. N. Wiens (Eds.), Education and training beyond the doctoral degree: Proceedings of the American Psychological Association National Conference on Postdoctoral Education and Training in Psychology (pp. 45–50). Washington, DC: American Psychological Association.i) 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 [Video podcast]. Retrieved from 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.

Ensure that the following items are present:●    Cover letter to the editorü    The category of the manuscriptü    Confirming that “the paper is not under consideration for publication in another journal”.ü    Including disclosure of any commercial or financial involvement (if exists)ü    Confirming that last control for fluent English was done.ü    Confirming that journal policies detailed in Information for Authors have been reviewed.ü    Confirming that the references cited in the text and listed in the references section are inline with APA 6.●    <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/D0EACA1955664B27A70B230B94F2F1C9" target="_blank">Title page</a>ü    The category of the manuscriptü    The title of the manuscript both in the language of article and in Englishü    All authors’ names and affiliations (institution, faculty/department, city, country),e-mail addressesü    Corresponding author’s email address, full postal address, telephone and fax numberü    ORCIDs of all authors.●    Main Manuscript Documentü    The title of the manuscript both in the language of article and in Englishü    Abstracts (200-250 words) both in the language of article and in Englishü    Key words: 5 words both in the language of article and in Englishü    Extended Abstract (600-800 words) in English ü  Articles should be between 5000 - 8000 words, excluding abstract(s) and extended abstract.ü    Maing body text sectionsü    Grant Support (if exists)ü    Conflict of interest (if exists)ü    Acknowledgement (if exists)ü    Endnotes (if exists)ü    Referencesü    All tables, illustrations (figures) (including title, description, footnotes)

<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/1AF31CFBD1B4427490037969F1BD9E9E" target="_blank">Copyright Agreement Form</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/4704082247624A55A50DBFEF65A4FFC7" target="_blank">Title page</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/4479F9A84A3949FF849ECE028991DF31" target="_blank">Author Form</a>

Issue Type	Regular
Editor(s)	İrem Atasoy, Barış Konukman
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