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Constructions in Contact. Constructional perspectives on contact phenomena in Germanic languages (edited by Hans Boas and myself) is available as an e-book; the print version is expected in December 2018. This edited volume brings together contributions from scholars working on different language contact situations that involve Germanic languages. It also contains a new theoretical article on Diasystematic Construction Grammar.
Boas, Hans & Steffen Höder (Hgg.). 2018. Constructions in contact. Constructional perspectives on contact phenomena in Germanic languages (Constructional Approaches to Language 24). Amsterdam/Philadelphia: Benjamins.
The last three decades have seen the emergence of Construction Grammar as a major research paradigm in linguistics. At the same time, very few researchers have taken a constructionist perspective on language contact phenomena. This volume brings together, for the first time, a broad range of original contributions providing insights into language contact phenomena from a constructionist perspective. Focusing primarily on Germanic languages, the papers in this volume demonstrate how the notion of construction can be fruitfully applied to investigate how a range of different language contact phenomena can be systematically analyzed from the perspectives of both form and meaning.
Part I. Constructions in contact
Construction Grammar and language contact: An introduction (Hans C. Boas & Steffen Höder)
Part II. Constructional variation and change in contact
Towards a constructional analysis of the progressive aspect in Texas German (Margaret Blevins)
Part III. Item-based patterns and constructional generalizations in contact
Part IV. Semantic frames in contact
Nordic Research on Accent, Acceptability and Acquisition (NordAc³), the concluding workshop for the project Danish as a Neighbour Language (dans): Pronunciation Competence in Danish in German Schools (2015–2018), will be held in Kiel on 21–22 March 2019. The workshop focuses on
- current empirical findings:
- Which perspectives on L2 pronunciation, including the use of listener ratings, are being discussed in current studies?
- Which fundamental implications for teaching purposes can be drawn from recent L2 pronunciation studies?
- methodological aspects:
- How can different dimensions of pronunciation (especially acceptability) be defined and measured?
- How can the mutual influence of different dimensions be measured, e.g. the influence of accent on acceptability?
- the relevance of research on L2 pronunciation for teaching:
- What do teachers need to know? What should we teach teachers?
- Which aspects of L2 pronunciation in general and which language-specific phenomena in particular should be part of teacher education?
See the call for papers for a more detailed description.