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Corpus-Driven Characterizations of Pronominal "da"-Compound Use by Learners and Native Speakers of German
ARTICLE

Unterrichtspraxis/Teaching German Volume 38, Number 1, ISSN 0042-062X

Abstract

This paper makes a usage-based contribution to the learning and teaching of German via the tools of contrastive learner corpus analysis (Granger, 1998; Granger, Hung, and Petch-Tyson, 2002; Nesselhauf, 2004). On the basis of an integrated learner and native speaker corpus of "telecollaborative" discourse (Belz, 2005), an empirically rich characterization of pronominal "da"-compound use by both learners and native speakers of German is presented and differences in learner and native speaker uses are highlighted. This usage-based characterization of the pronominal "da"-compounds is contrasted with their deterministic treatment in common pedagogical materials in the North American context. Corpus-driven suggestions for the classroom-based teaching of the pronominal "da"-compounds are given.

Citation

Belz, J.A. (2005). Corpus-Driven Characterizations of Pronominal "da"-Compound Use by Learners and Native Speakers of German. Unterrichtspraxis/Teaching German, 38(1), 44-60. Retrieved August 10, 2020 from .

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