Albrecht

Self-Control, Rationality, Ethics, and Mutual  Respect: A Dominican Poet Addresses His  Audience and Calls Them to Reason. Ulrich  Bonerius’s The Gemstone (1350)

Ksenia

Lucie Schmurrer and Herr Klinge are extravagant characters in Dita Zipfel‘s psychological, character oriented novel for young adults Wie der Wahnsinn mir die Welt erklärte. They are agents performing actions in the story. The young girl and the old man could not be more opposite. Nevertheless, they become best friends. They are central in the narrative , and they motivate the reader to read on. Furthermore, children and young adults read fiction because they are interested in human nature and human relationships as revealed through fictive characters. Nevertheless, characters and characterization are such obvious parts of fiction that they are very seldom discussed in critical works or in textbooks on children’s literature.&nbsp;The focus of this article is the analysis of the addressee-oriented conception of the characters as well as the components belonging to the conception of characters. One of the most profound problems in dealing with literary characters is their ontological status. The two extremes are the mimetic and the semiotic approaches. Mimesis means imitation, so from this approach literary characters imitate real people. The reader can ascribe them a background and psychological features that may not have any support in the text. With a semiotic approach, characters are merely signifiers: they do not have to be coherent and believable; they do not have to behave logically. Both formalist and structuralist characters are role figures in the plot. For Aristoteles characters are subordinate to the plot, and their function in literary work is merely to perform actions. He distinguishes between agent (pratton) and psychological figure / personality (ethos), maintaining that agents are indispensable in a literary work, while psychological&nbsp;characters are optional. The only psychological traits allowed are noble or base. No other human features are essential for the plot. His theory has been used as the underlying principle for traditional children’s fiction in which characters’ actions are more important than their psychological features. All structural models describe characters in relation to plot and only superficially as to how they relate to each other. They do not allow a deeper analysis of the character’s traits and still less any ‘inner world’. Such models can be successfully applied to plot-oriented children’s stories. The functional or actantial models are less adequate to describe the characters in psychological and character oriented novels with ethical dimension.&nbsp;Using theories from the cognitive sciences, the article examines the special status of figures as mental models. Characters as mental models present complexity inherent in human beings in real life and they show psychological development. The conception of characters as a mental model includes complex components like emotions and changes in the minds of narrated individuals. Emotions are intersubjective, culturally, and linguistically coded text phenomena. The forms of manifestation, the genesis of emotions, and the courses of development take the form of both thematization and presentation in narrative discourse. They can be implicit or explicit. This study seeks to delineate criteria and conditions for mental events and emotions and develops a typology of techniques for depicting the consciousness and emotions of narrated figures. These cultural coded phenomena in the minds of narrated individuals are an essential feature of narrated works for adults. The article investigates how changes in consciousness are depicted in works for children and young adults. The emphasis is placed on intertextual allusions to international character-oriented novels for children and young adults (Carroll, Lindgren, Freytag, McManus, Rowling, Sabitova etc.), philosophical pre-texts (Platon, Aristoteles, Heraclid, Hegel, Jean Paul, Nietzsche, Pierce, Foucault, Wittgenstein, Heidegger, Russel, Kripke, Douglas) and psychoanalytical theories (Freud, Jung) and their role in the development and structuring of the plot. The philosophical dimension shapes the intellectual climate of Zipfel’s psychological, character oriented novel for young adults and contributes to the aesthetic conception of the characters.&nbsp;A final focus of the study is on theories of the comic (Bachtin, Horn, Jurzik, Boreev), their differentiation in Zipfel’s psychological novel for young adults, and their artistic and cultural significance.&nbsp;

Aesthetics of Addressee-Oriented Character Conception in Literature for Young Adults: Wie der Wahnsinn mir die Welt erklärte by Dita Zipfel

Teuta

Assoc. Prof.

One peculiarity of all Indo-European Balkan languages is object reduplication or clitic doubling; however, the conditions under which it occurs and its usage differs according to language-specific factors. One of the most confusing aspects of usage is the fact that the grammatical, semantic, and pragmatic interpretation of the clitic doubling in a Balkan language is subject to various idiosyncratic constraints that make it difficult, if not impossible, to define its function consistently (for all Balkan languages). This is not the case even within related languages. In Macedonian, for instance, object doubling is nearly fully grammaticalized. It functions merely as case markings or to indicate direct and indirect objects. In Bulgarian however, clitic doubling depends primarily on discourse factors. Interestingly, the linguistic research of this morphological appearance in Balkan languages shows a geographical particularity as well. Object doubling is more grammaticalized in western than in eastern Balkan countries with the following scheme: Macedonian&gt; Albanian&gt; Romanian&gt; Greek&gt; Bulgarian. While on the left (western Balkan) side (of the scheme) are the languages with predominantly grammatical reduplication, on the right (eastern Balkan) side are the languages with free, mainly pragmatic object reduplication. In other words, the dialects vary with almost complete dependence on discourse factors in the east and with relatively complete grammaticalization dialects in the west.Since the German language does not use reduplication of objects, the aim of this article is to examine possible equivalent in German to Balkan clitic doubling. Consequently, to find (or check) a possible equivalent in German, I selected one Balkan language so that the research methods used in this language can be implemented as a model method in other Balkan languages. In this article, the Albanian (Balkan) language was chosen because it is the language that best expresses both grammatical and&nbsp;discourse-specific features, with a grammaticalized clitic doubling of the indirect object, and a discourse-dependent direct object clitic doubling.After researching the literature, two applicants can be considered as potential equivalents: the pronoun es and scrambling. There are two reasons the pronoun es is under consideration: (i) the pronoun es participate in a kind of a duplication construction when used in the so called correlate function, and (ii) reduplicated object clitics perform some functions as the expletive pronoun es does. Scrambling came into attention because some linguists suppose that both object duplication and scrambling are driven by the same information structure mechanisms. Due to the seemingly free sequence of arguments in the middle of sentences, the German language is classified as a language with a relatively free-word order. In fact, the sequence of arguments in the midfield is not so free. This sequence is controlled by various factors. Although according to some linguists, how these factors interact and how the sequence regularities determine the midfield has only partially been clarified. The communis opinio is that it is regulated mainly through discourse-dependent factors. This article shows that object reduplication clitics and the correlated pronoun es can be treated as an equivalent to each other but only peripherally, in a few specific uses. Besides other differences, they diverge in their tendency to perform different specific grammatical functions. While regarding scrambling, in contrast to some linguists, it turned out that object duplication and scrambling have not so common features as initially thought. Consequently, they are not always driven by the same language mechanisms to object reduplication clitics. Scrambling is allowed even if the object is an existential noun phrase (without an article). Furthermore, there are indications, that scrambling does not always assign the feature [-focus] as claimed in some research and it is not always driven by information structure mechanisms as object duplication does.

The Balkan clitic doubling and its possible Equivalent in German

Viktoria

Tatiana

The authors developed the present paper across onomastics and social-, gender-, Internet,- and psycho-linguistics. The study will test its hypothesis that the influence of the age and sex attributes of Internet users on the creation of their virtual image is critical even at the pre-communicative stage in the form of self-nomination. The authors focus on virtual anthroponyms, which result from acts of self-nominations. This paper is confined to the so-called nicknames / usernames of German-speaking adolescent girls. The main research interest aims at identifying ways of verbal embodiment of virtual personalities in the form of self-nomination, as well as the correlation of their linguistic implementation with gender and age factors. The analysis of approaches to understanding the adolescent period available in the scientific literature helps define this phase of ontogenetic development as the period between 11 and 17 years.The research data were collected from 2017 to 2020 inclusive. The authors used popular social Internet services and hosting sites Twitter, Facebook, Instagram, YouTube, Flickr, Pinterest, and TikTok as sources of material for the study. The study used a random sample to select accounts belonging to German-speaking adolescent girls. Part of the material was collected through online and offline interviews and questionings among informants over four years of research. The collection of material took place partly in the territory of Germany in the city of Hanover during a research fellowship at the Leibniz University Hanover in 2017 to 2019. In total, the authors conducted four surveys with the participation of 149 female informants, including 38 personal and 54 online interviews. Research material included 2,363 nicknames. Thus, the study directly deals with anthroponymic units (usernames and nicknames) in the above-mentioned Internet services. The authors use the material collected in this way exclusively for scientific, research purposes and do not violate the EU-General Data Protection Regulation (DSGVO 2018) and Federal Data Protection Act (BDSG 2018). All data attracted for the study exist on the open Internet or are voluntarily provided by informants with permission for subsequent publication.The authors subjected the collected material to a multifaceted descriptive linguistic analysis, taking into account the age and sex and psychophysiological characteristics of girls at the age of 11–17 years. The analysis of semantic motivation shows almost a complete absence of unmotivated nicknames and only a quarter of examples show opaque semantics. The semantics of virtual self-nomination is characterized by a different nominative potential. In more than half of the cases, users preferred autonym-nicknames consisting of real anthroponyms, mostly first names. Just under a third of girls use pseudonym-nicknames, created out of appellative units, diverse in their semantics. Such self-nominations are more descriptive and have attitudinal meanings. Adolescent girls emphasize their positive external, physical, and personal qualities. There is also a tendency to create sexocentric pseudonym-nicknames. Hybrid nicknames based on the combining or contamination of a real anthroponym with any onymic or appellative lexeme make only one-fifth of the data. Their main feature is the name transposition, expressed by transanthroponymization and transonymization. Hybrid nicknames also have an increased characterizing ability, indicating hobbies, idols, ideals, and subjective qualities of their authors.The analysis of the types of nicknames revealed their high linguocultural status, expressing the interest of users in various events from the world of music, politics, and sociocultural life, captured in self-nominations. The research of the degree of the nicknames’ stability overtime in the focus group showed the minimum variability of adolescent girls’ virtual self-nominations. The grammatical structure demonstrated approximately the same proportion of monocomponent nicknames, designed in the form of one (single) usual or occasional lexeme, and polycomponent nicknames, presented in the form of two or more words in their composition. Diverse variations of structural models of nicknames demonstrate a high degree of derivational linguocreativity of adolescent girls. In that sense, the polycomponent nicknames have the most interesting design such as nicknames-phrases and nicknames-sentences. The difficult to understand monocomponent nicknames contain the “insert”-words or contamination of lexemes. The overwhelming number of self-nominations were created using graphic means and techniques. The most popular are: symbols and signs (especially periods, underscores and numbers), capitalization, and iteration. The motives for using paraverbal means vary from the implementation of aesthetic, humorous attitudes to the introduction of additional individualizing information into the nickname through graphics. However, the primary motive is the utilitarian motive of overcoming the technical ban on identical nicknames within the limits of some Internet services.The study confirms that age and sex characteristics of Internet users are deliberately or unconsciously projected onto a virtual image at the stage of choosing a name. The analyzed data of German-speaking adolescent girls of 11–17 years old demonstrate specific linguistic tendencies in the construction of virtual self-nominations. Gender selfidentification of adolescent girls is manifested in the use of gender-marked vocabulary and derivational formants, as well as in self-nominations by the names of the feminine anthroponymicon or the names of female denotes. In addition, the authors found the following age characteristics of adolescence, which are reflected in the Internet self-nominations:• formation of the self-concept, • the need for individualization, • concentration on appearance and physicality with a focus on sexualization of the image, • positive or overestimated self-esteem, • improvement of cognitive functions, • maturation of the intellectual apparatus and critical thinking, • the need for acceptance by a certain social group and • involvement in a problematic or cultural context of interest.&nbsp;

Adolescence – Name – Internet: How Do German-Speaking  Girls Name Themselves on the Web?

Blertë

Assist. Prof.

Vjosa

In linguistic studies, the German language is often described as a “particle-rich language.” Hence, it is difficult to translate the German particles, especially modal particles, to other languages. Previously published studies have shown that one should attempt to transfer the language functions using specific means of the target language, instead of looking for direct equivalents. In this article, we start from the hypotheses of Borst/Motsch (1986). They hypothesized the following: first, mental structures of a natural language can be expressed in any other language, and second, every language has specific expressive possibilities “that are not translatable, they can at most be rendered approximately in other languages” (Borst/Motsch 1986, p. 168).The literature in linguistics contains many studies on the translation of the German modal particles, particularly their rendering in “particle-poor” languages. These research studies have been mainly focused on neighboring languages such as French, Italian, Dutch, English, etc. The present study also focuses on the translation of the German modal particles, but here the translation equivalents of the modal particles are sought in Albanian. This is because, compared to the German language, the Albanian language system does not contain a group of modal particles and can be classified as a “particlepoor” language.Linguistics has considered modal particles to be a characteristic of spoken language. However, several studies have established alternative modal participles due to the lack of translation corpora (German literary texts and their translations) of spoken German with other languages. In our case, there is no corpus of the spoken German-Albanian language.&nbsp;Hence, two German novels—Franz Kafka’s “The Trial” and Hermann Hesse’s “Siddhartha - A Poem of India” were used to extract the sentences using the modal particle doch and their translations into Albanian-. Each of these novels has two different Albanian translations directly from German, and not from another language, by Albanian native speakers. The transmission of modal particles strongly depends on the feeling for the language. Thus, our translators were competent in identifying the nuances of the modality in German and then translate them into Albanian. The corpus analysis investigates the extent to which the German modal particle doch was transferred into Albanian and which lexical and/or syntactic means of expression were used in this transfer.In general, (inter)subjective language elements, such as modal particles in this case, can be better understood only in the context of use. Therefore, context should also be considered during translation. In this study, we assumed that various translation equivalents will occur in Albanian for the modal particle doch. Thus, we also considered that the particle meaning is dependent on the context. Additionally, all translation equivalents, as well as the omission, were considered in this study.For this corpus analysis, the Albanian translations were classified into the following categories based on the selected translation strategy:• Omission: This category includes cases whose translation into Albanian did not transfer the modality expressed in the original text. Alternatively, sentences were completely omitted • Transposition: In this category, “the phenomenon that certain parts of speech or grammatical categories of the source language are replaced by other parts of speech or grammatical categories in the target language” (Koller/Henjum, 2020, p. 350, Stolze, 2018, p. 73) • Paraphrasing: This category includes special forms of translation in which sentences or phrases are rewritten • Word-for-word translations: This category includes sentences rendered with particles in Albanian.The quantitative corpus analysis showed that the majority of cases did not use language elements in the target language for the modal particle doch. This resulted in a very high number of omissions (67.12% in total). However, wrong context transfer was observed in only a few cases. In some cases, omission avoided overloading the target text while still rendering the correct meaning of the sentence. Our findings showed that transposition is the second largest translation strategy (21.23% overall) used when transferring doch, compared to paraphrasing (total 10.10%) and word-for-word translation (total 1.54%), which are the least practiced translation strategies. This finding confirms the initial hypothesis of this article that specific expression options for the target language can facilitate the transfer of mental structures from one natural language to any other language.&nbsp;

Kann das doch weg? Dealing with the German Modal Particle  doch in Albanian Literary Texts’ Translation

İrem

Advertisements today are influenced negatively by the use of foreign language as a persuasive tool. This is driven by globalization and the expansion of international brands and multinational advertising agencies. Advertisers frequently use foreign expressions to attract attention and to evoke associations and internationality. Foreign words and phrases in advertisements may be defined as linguistic codes that can be easily distinguished and remembered by individuals because of their distinctive phonological and morphological features. Such foreign lexical structures are emphasized through the use of various visual codes as typographic components that affect the readability of the written text.The use of foreign verbal signs in advertisements is one of the most analyzed subjects in the field of advertising language. This study seeks to examine the use of foreign languages in German and Turkish magazine advertisements. Adopting more linguistic and semiotic approaches, which treat language as a sign and advertisement as a message system, this paper focuses on the growing role of foreign languages in German and Turkish advertisements. The corpus consists of the first three online issues of Elle magazine published in 2021 in Germany and Turkey. The selection criterion for advertisements was their inclusion of foreign words and/or phrases in their body, headline, and/or slogans. Advertisements in which foreign language appeared only in brand and/or product names were excluded.&nbsp;This paper’s methodology is based on linguistic and semiotic text analysis theories of Hartmut Stöckl (2004), and Janina Wildfeuer &amp; John Bateman (2014). The data are first classified quantitatively and qualitatively then analyzed in three steps applying linguistic and semiotic criteria. The first step involves the linguistic analysis of foreign words and phrases in the corpus. The second step undertakes a semiotic analysis of the typographic elements employed as visual codes of foreign language usage in advertisements. The third step is devoted to a discussion and comparison of the results of the visual and verbal codes identified in the foregoing analysis. Framed by a linguistic-semiotic analysis and interlingual comparison, this paper presents the similarities and differences in German and Turkish advertisements. It then compares these findings with the results of previous comparative studies of the use of foreign language in print advertisements.&nbsp;Results are presented separately for each language and interpreted comparatively by highlighting similarities and differences between the analyzed advertisements in German and Turkish. Notably, both German and Turkish advertisements use English, French, and Italian words/phrases to evoke positive connotations and to enhance value in the international ad market. The use of English is remarkably frequent in both sets of advertisements analyzed, which is likely associated with the dominance of English in the global market. As previous studies on advertising language have noted, English words typically make advertisements look more modern and attractive to consumers. English verbal structures also play a significant role in the target groups’ evaluations of a product, since they convey a positive image. The analysis shows that both German and Turkish advertisements use similar visual codes (e.g., font, point size, uppercase and/or lowercase letters, and color) to emphasize foreign verbal structures typographically. This may reflect the increasing impact of globalization on advertising. The results also indicate some differences in the frequency of particular visual codes. Foreign words and phrases in German advertisements are written in uppercase letters, whereas Turkish advertisements prefer lowercase letters to highlight them. This may be associated with the differing spelling conventions of German and Turkish: whereas all nouns are capitalized in German, this true only of proper nouns in Turkish. The results further indicate that the use of foreign language in advertisements might negatively influence the integrity of verbal structures in German and Turkish. The distinctive grammatical structure and naturalness of these languages might therefore be in danger of corruption.&nbsp;

Foreign Language Use in German and Turkish Magazine  Advertisements: A Comparative Analysis

Melike

Büchner wrote in Germany—the homeland of romanticism and idealism in the first half of the 19th century. His writings range far beyond that of the other writers of his time, conceptually and stylistically. By creating an anti-hero like Woyzeck, he overthrows all the noble values that Enlightenment thought ascribes to humanity. For the first time, he overtly acts to shine a bright light upon the isolated humans of modern drama. In Büchner’s fictional world, unlike the revolutionary period in which he lived, the idea of free will had no place. He sees man as a prisoner of fatalism and determinism. His characters are puppets in the hands of unknown forces, and they have no personalities. (Sayın, 1999, p. 121). These are the ancestors of the modern tragic anti-character we recognize from the plays of Beckett, Adamov, and Ionesco: Woyzeck is the first anti-hero, destined to wander forever in a labyrinth with no exit.The fictional universe of Koltès, who was writing in the 1980s, 150 years after Büchner, is compatible with the characterization of his time by the loss of values. From this recent past—which is but a short distance from our time—to the present, the individual is far from being only the victim of nature, society, and class inequality. The anti-hero is distilled from our times and fits the postmodern zeitgeist. Despite performing epic acts, he desires only to be erased and rebels in order to be absent; thus, the tragic is transformed. In Koltès, the tragic life of the central character unfolds far beyond the tragedy of the modernist anti-hero—that is, the state of being a puppet held captive by unknown forces. Instead, it reveals itself in the longing for non-existence.Woyzeck and Roberto Zucco have parallel plots and dramatic structures. Woyzeck is considered a pioneering work of both realistic and impressionist drama. The protagonist, Woyzeck, exhibits traits in contrast to those of the classic hero. According to Steiner,&nbsp;“Büchner was the first who brought to bear on the lowest order of men the solemnity and compassion of tragedy” (Steiner, 2013, p. 322) and Woyzeck is “the first real tragedy of low life” (p. 321). In this respect, Woyzeck is also the first proletarian (anti-)hero in the history of drama; his passive resistance creates an anti-hero prototype for the journey from Büchner to Brecht. For instance, Eagleton says, “plebeian protagonists are for the most part social rebels” (Eagleton, 2003, p. 98). However, the passive-aggressive tone in Woyzeck’s resistance and the absence of a clear consciousness accompanying his actions separates him from the classical hero’s knowing and doing style and brings him closer to the modern character’s not knowing and not doing state of being. In the passage of time from Büchner to Beckett, the subject who thinks, establishes civilizations, stands against the social order, and desires a new one becomes fragmented. His consciousness is frozen and action has ended, but tragic despair remains.Roberto Zucco is also close to impressionist drama because of its episodic structure; however, it can also be viewed as a contemporary tragedy with epic elements (Wodnicka, 2013, p. 35; Haleva, 2012, p. 82). Hegel writes, “it is the honor of these great characters to be culpable” (Hegel, 1975, p. 1215). The classical hero embraces the necessities of his tragic mistake (hamartia) with a passion in the extreme (pathos). In that sense, the dramatic character Zucco is very close to the ancient tragic hero. A crystal-clear mind accompanies Zucco’s pathos: the desire to perish that determines each of his deadly actions. In terms of the correlation between consciousness and action, Zucco differs from both Woyzeck and the modernist anti-character.The scapegoat—that is, the pharmakos—is acknowledged as having an implicit influence at the root of the tragedy form. Both Woyzeck and Zucco coincide in terms of uncanny pharmakos characters and their dual nature. Woyzeck, as the inevitable victim of class inequality, is both victim and savior—typical of the pharmakos. Zucco, in contrast, is an altogether different kind of pharmakos, who has come to take revenge on the modern world: he is a child who kills his parents, an innocent monster, and a prophet who sacrifices himself. Koltès creates a killer-hero by melding together the hero and anti-hero.&nbsp;

The Anti-Hero on Büchner to Koltès: A Comparative Look at  Woyzeck and Roberto Zucco

Olajumoke

Lecturer

Moses

Res. Assist.

Methods of teaching foreign languages have evolved greatly over the years. A major change in this regard is from a traditional teacher-oriented stance to a learner-oriented one. One of such not too recent one is the use of the internet and information technology. The use of the internet and IT has introduced a variety of new methods into education such the use of serious games, YouTube, computer games, and mobile games, among others. This trend became even more popular across virtually the entire world because of the COVID-19 outbreak, which made it mandatory for teachers to find new ways of teaching to replace the traditional face-to-face methods. Of interest to this paper, however, is gamification, especially its introduction into the curriculum for the teaching of German at Obafemi Awolowo University, Ile-Ife, Nigeria.Gamification is, to put it simply, the application of game design elements and gaming principles to non-gaming contexts (Deterding et al., 2011: 13, quoted by Köhler 2016: 11). The results of various educational research have advocated the use of gamification in the classroom. Many have especially emphasized the positive effects of gamification with respect to improving not only the motivation of learners but also the learning process itself (see, for example, Huang &amp; Soman, 2013).Foreign language learning has its own challenges, especially when learning it as a beginner in an environment where the language is not in wide use, as is the case of German in Nigeria. A lack of adequate opportunities to put the knowledge into use outside the classroom, little or no contact with native speakers, inadequate learning materials, and a high cost of study—among other factors—often leads to poor grades, which in turn succeeds in reducing the motivation and confidence that is already low at the beginning of the course. Gamification could help to change the narrative if well applied. In the area of foreign language teaching, gamification should be defined as the use of game elements and principles in the teaching of foreign languages for the purpose of motivating, encouraging, and positively engaging learners to reach the desired level of competence.Most Nigerian students of German are between 16 and 30 years old. This age group tends to be more interested in playing computer and video games than doing their home- and class work with traditional materials such as textbooks and workbooks. Younger students need interesting activities that are fun for them and motivate them to learn and, as a result, make progress and achieve rapid success in their learning. It is therefore surprising that gamification has not yet been introduced into the curricula of Nigerian higher institutions. As a result, there is hardly any research in the field of gamification in foreign language learning in general or its use in the teaching of German in particular.This lacuna in research on gamification in German studies in Nigeria led to the present study, which examines the introduction of gamification into German lessons at Obafemi Awolowo University. The study aims at initiating a targeted discussion on gamification in German studies and stimulating further scholarly conversations on the topic. Through this, the possibility of creating a didactic design for the use of gamification in German studies in Nigeria can be achieved.This study uses secondary data sources including articles, books and reviews about gamification in education or classrooms. Other sources include websites and blog posts. These sources provide useful insights from various studies on gamification and its use in education, especially in foreign language teaching, which help in drawing up suggestions for a successful introduction of gamification into the curriculum of Nigerian universities especially that of German at the Obafemi Awolowo University in Nigeria. The analysis of the data is based on a descriptive and content analysis.&nbsp;

The Introduction of Gamification in the Teaching of German  as a Foreign Language at Obafemi Awolowo University, Ile-Ife, Nigeria

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

Withold

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

Trains as Stages in Emine Sevgi Özdamar’s Novels

Heiko

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

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

Zehra

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

Sang-bum

Michael

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

Stellan

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

Valeria

Prof.

Scientific Communication: Call for Multiculture

Sergei

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

Ali Osman

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

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

Franziska

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

Özlem

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

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

Laura

Wolfgang Koeppens short stories: various ways of an autobiographical writing

Cristiano

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

Saniye

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

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

Antonie

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

Alena

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

Deniz

Sarah

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

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, cultural studies, media studies, translation studies, and language teaching. 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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EBSCO

ERIH PLUS

TR Dizin

DOAJ

SOBIAD Sosyal Bilimler Atıf Dizini

MIAR

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Studien zur deutschen Sprache und Literatur

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Editor in Chief

Editorial Management Board Member

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Editorial Board Member

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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, cultural studies, media studies, translation studies, and language teaching. The journal aims to provide a platform for sharing scientific knowledge in these fields.The journal also offers reviews of scientific books and news of national and international conferences which cover the mentioned fields. This journal accepts manuscripts written in one of the following languages: German, Turkish, and English. The target group of the Journal consists of academicians, researchers, professionals, students, related professional and academic bodies and institutions.

Aim and Scope

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

Indexing and Abstracting

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

Policies

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

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

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

Editor should consider publishing correction if minor errors that do not effect the results, interpretations and conclusions of the published paper are detected. Editor should consider retraction if major errors and/or misconduction that invalidate results and conclusions are detected.Editor should consider issuing an expression of concern if there is evidence of research or publication misconduct by the authors; there is evidence that the findings are not reliable and institutions of the authors do not investigate the case or the possible investigation seems to be unfair or nonconclusive. The guidelines of COPE and ICJME are taken into consideration regarding correction, retractions or expression of concern.

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

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

Ethics

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

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

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

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

Peer Review

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.  Editor-in-chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender, sexual orientation, citizenship, religious belief or political philosophy of the authors and ensures a fair double-blind peer review of the selected manuscripts.The selected manuscripts are sent to at least two national/international 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.    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.5.    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.6.    Tables, graphs and figures should be given with a number and a defining title to enable following the idea of the article.7.    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).8. 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 Laneti9. 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.10. 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)11. The references part shuold be named as Literaturverzeichnis, References or Kaynakça.12. Title of the abstracts should be Abstract for articles written in German or English and Öz for articles written in Turkish.13. 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; VG14. 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.15. Names of books, films, journals, songs etc. Should be written in italic font.16. Custom names or names of the fictional characters should not be written in bold or italic font.17. 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 SchlussLiteraturverzeichnisAnhang18.    The liability of the manuscripts submitted to our journal for publication, belongs to the author(s).19.    The author(s) can be asked to make some changes in their manuscripts due to peer reviews.20.    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>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>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">http://www.apastyle.org</a>Accuracy of citation is the author’s responsibility. All references should be cited in text. Reference list must be in alphabetical order. Type references in the style shown below.Citations in the TextCitations must be indicated with the author surname and publication year within the parenthesis.If more than one citation is made within the same parenthesis, separate them with (;).Samples:More than one citation;(Esin et al., 2002; Karasar, 1995)Citation with one author;(Akyolcu, 2007)Citation with two authors;(Sayıner &amp; Demirci, 2007)Citation with three, four, five authors;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. 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Issue Type	Regular
Issue Date	10.06.2022
Editor(s)	İrem Atasoy, Barış Konukman
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Studien zur deutschen Sprache und Literatur

ISSUE 47, 2022

Self-Control, Rationality, Ethics, and Mutual Respect: A Dominican Poet Addresses His Audience and Calls Them to Reason. Ulrich Bonerius’s The Gemstone (1350)

Aesthetics of Addressee-Oriented Character Conception in Literature for Young Adults: Wie der Wahnsinn mir die Welt erklärte by Dita Zipfel

The Balkan clitic doubling and its possible Equivalent in German

Adolescence – Name – Internet: How Do German-Speaking Girls Name Themselves on the Web?

Kann das doch weg? Dealing with the German Modal Particle doch in Albanian Literary Texts’ Translation

Foreign Language Use in German and Turkish Magazine Advertisements: A Comparative Analysis

The Anti-Hero on Büchner to Koltès: A Comparative Look at Woyzeck and Roberto Zucco

The Introduction of Gamification in the Teaching of German as a Foreign Language at Obafemi Awolowo University, Ile-Ife, Nigeria

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