Pluricentrism in Education and Communication – Lexical Differences in English and German Varieties – Outcomes of the Research

Author: Ida Skubis
Institution: Jan Długosz University in Czestochowa
ORCID: https://orcid.org/0000-0002-2447-9832
Year of publication: 2022
Source: Show
Pages: 143-164
DOI Address: https://doi.org/10.15804/kie.2022.04.09
PDF: kie/138/kie13809.pdf

The existence of language varieties has a considerable impact on communication. They influence the interaction between language users from various centres due to the number of linguistic differences observed on the level of phonetics, spelling, grammar, lexis, and pragmatics. On the one hand, pluricentric languages connect people from various centres by using the “same” language, and on the other hand, they separate them by developing national norms. This article aims to demonstrate the importance of teaching language varieties in foreign language classes because the knowledge of national norms of pluricentric languages is essential in communication with people from various centres. Both English and German are pluricentric languages. Advanced language users should be aware of the differences between language varieties and be able to use the appropriate variety according to the communicative situation. The research undertaken in this article is meant to verify the undergraduate students’ knowledge of English and German varieties, emphasising terminology used in everyday life and their abilities to communicate in languages other than English or German.

REFERENCES:

  • Ammon, U. (1995). Die deutsche Sprache in Deutschland, Ö sterreich und der Schweiz. Das Problem der nationalen Varietä ten. De Gruyter.
  • Ammon, U., Bickel, H., Ebner, J., Esterhammer, R., Gasser, M., Hofer, L., Kellermeier-Rehbein, B., Löffler, H., Mangott, D., Moser, H., Schläpfer, R., Schloßmacher, M., Schmidlin, R., & Vallaster, G. (2004). Variantenwö rterbuch des Deutschen. Die Standardsprache in Österreich, der Schweiz und Deutschland sowie in Liechtenstein, Luxemburg, Ostbelgien und Sü dtirol. De Gruyter.
  • Auer, P. (2013). Enregistering pluricentric German. In A. Soares da Silva (Ed.), Pluricentricity. Language Variation and Sociocognitive Dimensions (pp. 17–43). De Gruyter.
  • Clyne, M.G. (1984). Language and Society in the German-speaking countries. Cambridge University Press.
  • Clyne, M.G. (1992a). Pluricentric Languages – Introduction. In M.G. Clyne (Ed.), Pluricentric Languages: Differing Norms in Different Nations (pp. 1–10). De Gruyter.
  • Clyne, M.G. (1992b). German as a pluricentric language. In M.G. Clyne (Ed.), Pluricentric Languages: Differing Norms in Different Nations (pp. 117–148). De Gruyter.
  • Clyne, M.G. (1995). The German Language in a Changing Europe. Cambridge University Press.
  • Davydova, J., Maier, G., & Siemund, P. (2013). Varieties of English in the EFL classroom setting. In K. Bührig (Ed.), Transferring Linguistic Know-How into Practice: Perspectivas y resultados - Perspektiven und Ergebnisse – perspectives and results (pp. 81–93). John Benjamins Publishing Company.
  • de Cillia, R. (2006). Varietätenreiches Deutsch. Deutsch als plurizentrische Sprache und DaF-Unterricht. In H.J. Krumm, & P.R. Portmann-Tselikas (Eds.), Begegnungssprache Deutsch – Motivation, Herausforderung, Perspektiven (pp. 51–65). Innsbruck.
  • Gnutzmann, C. (2005). ‘Standard English’ and ‘World Standard English’. Linguistic and pedagogical considerations. In C. Gnutzmann, & F. Intemann (Eds.), The globalisation of English and the English language classroom (pp. 107–118). Narr.
  • Görlach, M. (1999). Varieties of English and language teaching. In C. Gnutzmann (Ed.), Teaching and learning English as a global language (pp. 3–21). Stauffenberg.
  • Hägi, S. (2007). Bitte mit Sahne/Rahm/Schlag. Plurizentrik im Deutschunterricht, Fremdsprache Deutsch. Zeitschrift für die Praxis des Deutschunterrichts, 37, 5–13.
  • Hoey, M. (2002). Macmillan English Dictionary for advanced learners. Bloomsbury Publishing Plc.
  • Jakobson, R. (1960). Linguistics and poetics. In T.A. Sebeok (Ed.), Style in Language (pp. 35– 377). MIT Press.
  • Kloss, H. (1978). Die Entwicklung neuer germanischer Kultursprachen seit 1800. Pädagogischer Verlag Schwann.
  • Leitner, G. (1992). English as a pluricentric language. In M.G. Clyne (Ed.), Pluricentric Languages: Differing Norms in Different Nations (pp. 179–238). De Gruyter.
  • Lewi, H. (1875). Das ö sterreichische Hochdeutsch. Versuch einer Darstellung seiner hervorstechendsten Fehler und fehlerhaften Eigentü mlichkeiten. Bermann und Altmann.
  • McArthur, T. (2001). World English and world Englishes: Trends, tensions, varieties, and Standards. Language Teaching, 34, 1–20.
  • Moser, H. (1985). Die Entwicklung der deutschen Sprache seit 1945. In W. Besch (Ed.), Handbuch Sprachgeschichte (pp. 1678–1707). Halbband.
  • Muhr, R. (2016). The state of the art of research on pluricentric languages: Where we were and where we are now. In R. Muhr (Ed.), Pluricentric Languages and Non-Dominant Varieties Worldwide. Part I: Pluricentric Languages across Continents. Features and Usage (pp. 13–36). Peter Lang.
  • Piotrowski, T. (2006). Polityka językowa w krajach anglojęzycznych. In S. Gajda, A. Markowski, & J. Porayski-Pomsta (Eds.), Polska polityka komunikacyjno-językowa wobec wyzwań XXI wieku (pp. 26–44). Dom Wydawniczy Elipsa.
  • Radzik, A. (2012). Die nationalen Standardvarietäten des Deutschen und interkulturelle Kompetenz im DaF-Unterricht. In B. Beníšková (Ed.), Interkulturalität in Sprache, Literatur und Bildung (pp. 13–22). Pardubice.
  • Radzik, A. (2013). Didaktisierung der dialektalen Varietäten des Deutschen im DaF-Unterricht: Vorschläge aus der alten und neuen Perspektive der Dialektologie. In A. Bednarowska, M. Filar, B. Kołodziejczyk-Mróz, & P. Majcher (Eds.), Anwendungsorientierte Darstellungen zur Germanistik: Modelle und Strukturen (pp. 375–392). Berlin.
  • Ransmayr, J. (2006). Der Status des Österreichischen Deutsch an Auslandsuniversitäten. In R. Muhr, & M.B. Sellner (Eds.), Zehn Jahre Forschung zum Österreichischen Deutsch: 1995–2006. Eine Bilanz (pp. 39–48). Wien.
  • Richards, J.C., Platt, J., & Platt, H. (1999). Longman Dictionary of Language Teaching and Applied Linguistics. Longman.
  • Seidlhofer, B. (2005a). English as a lingua franca. ELT Journal, 59, 339–341.
  • Seidlhofer, B. (2005b). Standard future or half-baked quackery? Descriptive and pedagogical bearings on the globalisation of English. In C. Gnutzmann, & F. Intemann (Ed.), The globalisation of English and the English language classroom (pp. 159–173). Narr.
  • Skubis, I. (2016). From monocentric to pluricentric language – variations of the German language. In E. Krawczyk-Neifar (Ed.), Modern language and culture. Where do we go... (pp. 56–73). Wyższa Szkoła Zarządzania Ochroną Pracy.
  • Skubis, I. (2017). English and German as pluricentric languages. In E. Krawczyk-Neifar (Ed.), Continuity and change. And what next? (pp. 94–110). Wyższa Szkoła Zarządzania Ochroną Pracy.
  • Skubis, I. (2020). Pluricentryzm języka niemieckiego w języku prawa karnego Niemiec, Austrii i Szwajcarii. Wydawnictwo Adam Marszałek.
  • Szulc, A. (1999). Odmiany narodowe języka niemieckiego. Geneza – rozwój – perspektywy. Polska Akademia Umiejętności.
  • Utri, R. (2013). A Few Remarks on Austrian Languages for Special Purposes. Stosowana/ Applied Linguistics/Angewandte Linguistik, 7, 165–177. Pluricentrism in Education and Communication |  163
  • http://www.merriam-webster.com/dictionary/communication
  • http://www.thecanadianencyclopedia.ca/en/article/canadian-english/
  • https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gesetzesnummer=10007687

communication language varieties pluricentric languages English varieties German varieties language varieties in education

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart