{"conference_events":{"events":[{"id":963,"guid":"a33d8917-420d-43ab-9eba-77676a132d24","title":"Additional poster time","language":"","subtitle":null,"description":null,"duration":2700,"time_slots":3,"logo":null,"type":"lightning_talk","do_not_record":false,"track":null,"abstract":null,"speakers":[],"start_time":"2022-11-04T15:00:00.000+01:00","end_time":"2022-11-04T15:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":948,"guid":"63091568-4236-4e9c-bc1d-7da632351ab4","title":"A Hidden Conjoint-Disjoint Distinction in Hausa","language":"en","subtitle":null,"description":"In this presentaion, I'll compare the Hausa verb grades to the conjoint-disjoint distinction made in Zulu verbs, showing both commonalities and differences in form, distribution and function. In both languages, information structural content such as topicalization, focus and fronting seem to influence the choice of a verb form in comparable ways.\r\n\r\nConjoint verbs in Zulu and other, mostly Nguni (Bantu), languages always immediately precede their respective object. Disjoint verbs on the other hand can also appear sentence finally or precede adverbs, often giving them a contrastive focus interpretation.\r\nHausa verb grades distinguish up to four different types of succeeding objects: no following object at all (A), pronominal object (B), nominal object (C) and indirect (pro)nominal object (D).\r\n\r\nI'll argue that an analysis utilizing syntactic constituency following Buell (2005) captures the data on Hausa like it does for Zulu.\r\n\r\nBuell, Leston (2005). Issues in Zulu Verbal Morphosyntax.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"In this presentaion, I'll compare the Hausa verb grades to the conjoint-disjoint distinction made in Zulu verbs, showing both commonalities and differences in form, distribution and function. In both languages, information structural content such as topicalization, focus and fronting seem to influence the choice of a verb form in comparable ways.\r\nI'll argue that an analysis utilizing syntactic constituency following Buell (2005) captures the data on Hausa like it does for Zulu.","speakers":[{"guid":"27ac7e08-44ce-538a-acc3-93531cbfb7fb","id":518,"image":"/system/people/avatars/000/000/518/original/WhatsApp_Image_2021-11-21_at_08.27.09.jpeg?1637655365","name":"Sinoël Dohlen","public_name":"Sinoël Dohlen","abstract":null,"description":"Ich studiere Linguistik im Master an der Uni Wien. Meine Forschungsinteressen sind das Abdecken untererforschter Sprachen, hauptsächlich subsaharische Sprachen, für verschiedene Grammatiktheorien, insbesondere im Bezug auf morphosyntaktische Alinierungssysteme.","links":[]}],"start_time":"2022-11-04T08:15:00.000+01:00","end_time":"2022-11-04T08:45:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":931,"guid":"88ca3252-9b45-4ed4-bc40-0a58ef916192","title":"Analyse von (Rechts)Populismus und Verschwörungstheorien","language":"de","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"Presentation","do_not_record":false,"track":"Applied Linguistics ","abstract":"Verschwörungstheorien wurden durch die Coronapandemie ab 2020 ein gesellschaftlich brisantes Thema, ähnlich wie Rechtspopulismus durch die sogenannte Flüchtlingskrise 2015 an Aufschwung gewann. Die Reaktionen in der Gesellschaft auf die laute schwurbelnde Minderheit, bewegten sich auf einer Skala zwischen Belächeln, Besorgnis und Verzweiflung. Es herrscht gegenseitige Unverständnis zwischen den Positionen. Laien sehen sich zum ersten Mal mit der Situation konfrontiert, wissenschaftliche Inhalte Verwandten oder Bekannten zu erklären und für die Sinnhaftigkeit von Hygienemaßnahmen im Angesicht der pandemischen Lage zu argumentieren. Doch egal wie sehr man sich bemüht, mit wissenschaftlichen Fakten scheinen sogenannte Coronaleugner*innen, Schwurbler*innen, Querdenker*innen nicht erreichbar zu sein. Eine Radikalisierung vollzieht sich in sozialen Netzwerken, u.a. in Telegrammgruppen. Spätestens seit der Demonstration gegen Coronamaßnahmen vom 29.08.2020 in Berlin wurde klar, wie nah sich die Anhänger*innen von Verschwörungstheorien und rechter Ideologien kommen. \r\nDieser work-in-progress Beitrag führt in das Thema Populismus und Verschwörungstheorien ein,  zeigt wo sich Schnittstellen zwischen diesen finden lassen und stellt erste Beobachtungen vor.","speakers":[{"guid":"e54a4dcd-1ba0-5987-bd77-ab93f8b382d9","id":845,"image":null,"name":"Neo Pusenjak","public_name":"Neo Pusenjak","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T10:15:00.000+01:00","end_time":"2022-11-04T10:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":882,"guid":"92f1a6c2-7c50-430c-a612-a812b80fdd67","title":"Anna fährt zur StuTS, er hat viel Spaß. But what about Alex?","language":"en","subtitle":"Do ambiguous first names cause referential failure effects.","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Neuro- and Psycholinguistics","abstract":"\"Anna fährt zur StuTS, er hat viel Spaß\" will immediately identified as ungrammatical by most native German speakers, but what happens if we changed the first name (antecedent) to Alex? There are names in our mental lexicon that may or may not cause referential failure effects - slower reading times, N400, or P600 components. I found these \"ambiguous names\" in well-known papers classified as either male or female antecedents, but the use of these names as stimuli may be problematic. I conducted a reading time study to answer the research question whether ambiguous first names cause referential failure effects. Previous works on stereotypical role nouns (e.g., surgeon/nurse/student) found no effects for \"neutral\" occupations (student ... he/she), but there has been no previous research on the topic of ambiguous first names. My preliminary results may reveal interesting insights about the psycholinguistic interface of first names and gender and potentially another difference of stereotypical role nouns and names.","speakers":[{"guid":"97aaab42-0a20-5db5-be81-0449dffbc050","id":805,"image":null,"name":"Alexander Clemen","public_name":"Alexander Clemen","abstract":null,"description":null,"links":[{"url":"https://www.linkedin.com/in/alexander-clemen-4a306254/","title":"My LinkedIn"},{"url":"https://alexanderclemen.github.io/","title":"Website"}]}],"start_time":"2022-11-05T10:45:00.000+01:00","end_time":"2022-11-05T11:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 4047","id":118}},{"id":891,"guid":"a19b7aa4-deae-4f95-8117-a896f167e08e","title":"BuFaTa","language":"de","subtitle":"Bundesfachschaftentagung Linguistik","description":null,"duration":5400,"time_slots":6,"logo":null,"type":"meeting","do_not_record":false,"track":null,"abstract":null,"speakers":[{"guid":"c686ac35-6b85-59ed-81df-6e8ed81c0234","id":791,"image":null,"name":"pauline.sander","public_name":"pauline.sander","abstract":null,"description":null,"links":[]},{"guid":"17be8134-3943-5143-a614-8a3550ef5752","id":236,"image":null,"name":"Marvin Martiny","public_name":"Marvin Martiny","email":"mmartiny@students.uni-mainz.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T13:15:00.000+01:00","end_time":"2022-11-05T14:45:00.000+01:00","room":{"name":"Von-Melle-Park 5 (Wiwi-Bunker), 20146 Hamburg — Room 00029","id":110}},{"id":922,"guid":"21e249ea-ffb7-4802-9984-c36ad1f4da7b","title":"BuFaTa Satzungsbesprechung","language":"de","subtitle":null,"description":null,"duration":3600,"time_slots":4,"logo":null,"type":"meeting","do_not_record":false,"track":null,"abstract":"Das Treffen ist Teil der BuFaTa und findet zur Vorbereitung des BuFaTa-Plenums statt. In diesem Treffen besprechen wir die anstehenden Satzungsänderungen der BuFaTa um sie an die aktuellen Bedingungen anzupassen und Formulierungen für die Abstimmung im Plenum vorzubereiten. Alle Teilnehmenden der StuTS, die sich hochschulpolitisch interessieren oder in Fachschaften organisieren sind herzlich willkommen.","speakers":[{"guid":"c686ac35-6b85-59ed-81df-6e8ed81c0234","id":791,"image":null,"name":"pauline.sander","public_name":"pauline.sander","abstract":null,"description":null,"links":[]},{"guid":"17be8134-3943-5143-a614-8a3550ef5752","id":236,"image":null,"name":"Marvin Martiny","public_name":"Marvin Martiny","email":"mmartiny@students.uni-mainz.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T10:15:00.000+01:00","end_time":"2022-11-05T11:15:00.000+01:00","room":{"name":"Von-Melle-Park 5 (Wiwi-Bunker), 20146 Hamburg — Room 00029","id":110}},{"id":879,"guid":"f9cc49fc-3bdc-4054-a12e-83bcdc79e031","title":"Build your own Semantle-clone","language":"en","subtitle":"Introduction to Distributional Semantics and Word Embeddings for Linguists","description":null,"duration":3600,"time_slots":4,"logo":null,"type":"workshop","do_not_record":false,"track":"Computational Linguistics","abstract":"An innocent letter-guessing-game called Wordle went viral in the beginning of 2022. One\r\nparticular clone of this game, called Semantle1, is particularly interesting from a linguistic\r\nperspective. The user is tasked with guessing a secret word based on its semantic similarity to\r\nother words. Semantle is premised on The Distributional Hypothesis (Firth, 1957), which states\r\nthat the meaning of a lexical item can be approximated by knowing the linguistic contexts in\r\nwhich it is used. Distributional Semantics concerns itself with building accurate distributional\r\nlexical representations from language corpora. A very intuitive and successful way of representing\r\nwords distributionally is using vector spaces (Clark, 2015; Turney \u0026 Pantel, 2010). Today, due\r\nto their attractive mathematical properties, vector-based representations of lexical items (word\r\nembeddings) are an indispensable tool for virtually all NLP tasks, for example question answering\r\n(Karpukhin et al., 2020) and co-reference resolution (Lee et al., 2017). In this workshop, aimed at\r\nlinguists, participants will be familiarized with the basic concepts of count-based distributional\r\nmodels of lexical meaning (largely following the structure of Turney and Pantel, 2010) and\r\nwill become acquainted with the more recent implementations of word-embeddings such as\r\nWord2Vec (Mikolov et al., 2013) and Fasttext (Bojanowski et al., 2017), as well as the basics\r\nof contextualized embeddings that are retrieved from transformer models like GPT-3 (Peters\r\net al., 2018; Radford et al., 2019). In this workshop, we will specifically look at and replicate\r\nan intuitive and fun application of distributional semantics, namely Semantle. By trying to\r\nunderstand and implement what Semantle does and what makes it fun, we will try to gain a\r\nsolid grasp of the representations that power most NLP technologies in 2022.","speakers":[{"guid":"7121ee81-c9d6-594a-8eda-9b586b075e82","id":803,"image":null,"name":"Luuk Suurmeijer","public_name":"Luuk Suurmeijer","email":"luuk.suurmeijer@hhu.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T14:15:00.000+01:00","end_time":"2022-11-04T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3035","id":115}},{"id":915,"guid":"ee2a1b90-d04e-47e7-b8e7-9f330a950aef","title":"\"Bullshitting\" aus einer metapragmatischen Perspektive  ","language":"de","subtitle":"Alles nur „heiße Luft“ oder eine (machtvolle) multimodale Mimikry-Kommunikationspraktik?","description":"Beginnend mit einer kurzen allgemeinen Einführung in das Thema folgt die Konzipierung von Bullshitting als eine metapragmatische Praktik, die die Janus-Köpfigkeit dieses zweischneidigen Schwertes verdeutlichen kann. Zunächst im Lichte des strukturalistischen Sprachfunktionsmodells von Roman Jacobson (1960) erscheint Bullshitting als par excellence Ausdruck der poetischen Funktion. Dann folgt die Perspektivierung aus einer interaktionalen metapragmatischen Perspektive. Ich beschreibe Bullshitting als den Versuch, sich einem (noch „fremden“) Sprachregime und sozialen Kontext mittels multimodaler und sprachlicher Mimikry in einer bestimmten Art und Weise zu positionieren. Diese bestimmte Art der Positionierung hat das Ziel oder erfüllt den Zweck eine anerkannte, normrichtige und machtvolle Position in einer konkreten Interaktion innerhalb eines bestimmten Sprachregimes einnehmen zu können. Dieser Selbstpositionierungsakt kann beispielsweise die mögliche eigene Machtlosigkeit und die damit noch nicht anerkannte feste soziale Position in diesem sozialen Feld verschleiern. Ich werde ein Literatur-Beispiel zur Illustration kurz vorstellen. In der Interaktion, die stets ein nicht machtfreies meaning-making inkludiert, kann Bullshitting auch als reine Machtdemonstration oder Positionierungsverfestigung gebraucht werden. Da es auf inhaltlicher Ebene schwer ist, argumentativ Kritik zu äußern, kann es aus meiner Sicht zu einem Ohnmachtsgefühl auf der gegenüber liegenden Interaktionsseite führen. Nicht nur die Bullshit-Position, sondern auch die Meinungen und Denkvorstellungen werden durch das Missglücken möglicher argumentativer Interaktionen auf der gegenüber Seite zu einer möglichen durchsetzungsfähigen und schwer kritisier- und kontextualisierbare Position in einem (öffentlichen) Diskurs erhoben. Denn die Behauptungen und sprachlichen Handlungen des Bullshittings bewegen sich außerhalb eines korrektiven und diskursabhängigen „Richtig“ und „Falsch“.\r\n In beiden Fällen bleibt das Risiko bestehen, dass diese Handlungen missglücken. Ob man die „leeren Äußerungen“ akzeptiert oder nicht, ist abhängig von der jeweiligen Gesprächssituation/-kontext und den Gesprächsteilnehmer*innen. Es ist ein deutlicher Unterschied, ob nun die bullshittende Person beispielsweise ein*e renommierte*r Professor*in oder ein*e unbekannte*r Student*in ist. \r\nDieser Ansatz kann nicht nur produktiv sprachwissenschaftlich untersucht werden, sondern zeigt auch seine Grenzen. Gerade die Einordnung und Bestimmung von Sachverhalten/Interaktionen als Bullshit können Ausdruck bestimmter (Sprach)ideologien sein und daher eher das Bedienen normativer Sprachbilder begünstigen und damit selbst metapragmatische Handlungen sein. \r\nDiese Skizzierung möchte ich mit Fragen zur methodischen Untersuchungsmöglichkeiten an das Plenum beenden: Wie kann dem Phänomen gerecht begegnet werden? Welche Theorien und Methoden können erkenntnisreiche Einblicke in den Gebrauch und Aufkommen von Bullshitting geben? (Kann Bullshitting ein Akt der Selbstpositionierung sein, aufgrund mangelnder Möglichkeiten seine eigene Voice zu finden/zu erhalten? Kann ein ethnographischer Zugang helfen, weitere Facetten des Phänomens zu erfassen?)\r\n Schließlich entscheiden wir mit der Methode und Fragestellung, wie wir dem Gegenstand begegnen und was wir daraus schließen können. \r\n","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":"Der folgende Vortrag soll eine Art Plädoyer und Anregung zur Erforschung des sozial-sprachlichen Phänomens \"Bullshit\" bzw. \"Bullshittings\" sein. Das Konzept, dass große Aufmerksamkeit durch den Artikel von Harry Frankfurt On Bullshit (2005) erhielt, soll vorgestellt und auf zwei Dimensionen hin skizziert werden. Anschließend werden Fragen zu methodischen Untersuchungsmöglichkeiten aufgeworfen, die im Plenum weitergeführt und diskutiert werden sollen. Ziel und Zweck dieser Diskussion soll es sein, meine Ideen zu diesem Thema durch andere und weitere Meinungen, Kritikpunkte und Anmerkungen zu verbessern, aber vor allem soll es ein Aufruf sein, an die sprachwissenschaftliche Community, dieses (aktuelle) soziale Problem nicht nur der Philosophie zu überlassen. ","speakers":[{"guid":"299e45c4-233f-59c6-bb81-350bc255bb18","id":632,"image":null,"name":"Hannah Prendecky","public_name":"Hannah Prendecky","email":"hannah.prendecky@univie.ac.at","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T10:15:00.000+01:00","end_time":"2022-11-05T10:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":961,"guid":"56242cfb-2e92-4fb9-8039-dd0655cb2e93","title":"Closing Session","language":"","subtitle":null,"description":null,"duration":3600,"time_slots":4,"logo":null,"type":"","do_not_record":false,"track":null,"abstract":null,"speakers":[],"start_time":"2022-11-05T17:00:00.000+01:00","end_time":"2022-11-05T18:00:00.000+01:00","room":{"name":"Wiwi-Bunker —Lecture Hall A","id":113}},{"id":904,"guid":"864989b1-4288-40dd-b537-6f616c3809b7","title":"Combining Business With Pleasure","language":"en","subtitle":"How I Found Work in Languages (That's Not Teaching or Translation)","description":"Lindsay Does Languages was founded in 2012 initially as a local private tuition company. In 2014, I moved things online and soon discovered the world of possibility that lay before me. Since then, I've continued to create work that I enjoy alongside further studies, including now a part-time MA in Applied Linguistics. \r\nIn this session, I'll share a timeline of my journey to show the diverse ways you too can combine business with pleasure.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Diverse","abstract":"I never quite knew what I wanted to do with my life. But I did know I wanted to keep learning languages. In this session, I'll share how I combined business with pleasure and built a business around my passion for language learning.","speakers":[{"guid":"2c4eb797-535d-583c-8ce5-ef63260f480b","id":825,"image":null,"name":"Lindsay","public_name":"Lindsay","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-03T16:00:00.000+01:00","end_time":"2022-11-03T16:30:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":927,"guid":"e78e584a-6b4d-4b85-8b48-f1ecea982421","title":"Comparing face-to-face conversations and video calls","language":"en","subtitle":"an empirical study on interruptions","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":"The change in social interaction caused by the ongoing Covid-19 pandemic has led to an increased use of video calls in both professional and private contexts. In this talk, with data collected in 2020 and 2021, a video call will be compared to a face-to-face conversation focusing on interruptions. In this empirical and qualitative analysis and by using the methods of conversation analysis, interruptions in the two conversations are examined in relation to four categories. Considered are phenomena of speaker change such as volume and non-verbal signals, jokes as a possible function of interruptions and the textual coherence of the conversations. It was found that concerning the function of interruptions, no striking differences can be identified between the two conversations studied. However, variations can be seen in the way interruptions are carried out and minor differences in their content are observed, which can be attributed to the different forms of communication. From this work on video calls, some implications for future linguistic research can be derived such as the convenience of recording speakers who live far away and would otherwise not be available.","speakers":[{"guid":"fd3386e2-6d78-523e-87f1-9a19615ee740","id":837,"image":null,"name":"Eva Windbergs","public_name":"Eva Windbergs","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T15:15:00.000+01:00","end_time":"2022-11-05T15:45:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":889,"guid":"41550782-1799-4417-9c9c-4b60201511d1","title":"Compounds and Aphasia","language":"en","subtitle":"Recent Developments in Theoretical and Experimental Neurolinguistics","description":null,"duration":1800,"time_slots":2,"logo":"/system/events/logos/000/000/889/original/mentaldisord.jpg?1663622212","type":"lecture","do_not_record":false,"track":"Neuro- and Psycholinguistics","abstract":"Credit: CC0 Public Domain","speakers":[{"guid":"2745eb1b-8898-599e-b239-9b9bdfb4941d","id":355,"image":"/system/people/avatars/000/000/355/original/Marija_Brasic.jpg?1602576348","name":"Marija Brašić","public_name":"Marija Brašić","email":"marija.brasic@student.ung.si","abstract":"I am a second-year graduate student in linguistics, program Cognitive Science of Language, University of Nova Gorica, Slovenia. I am interested in theoretical linguistics with empirical language research, generative grammar, syntax, and psycholinguistics. Other areas of interest include language processing, syntax-semantics interface, and language acquisition.","description":"I am from Belgrade, Serbia. I graduated from University of Belgrade, Slavic Studies.\r\nIn my spare time I enjoy hiking and Slovenia is the perfect country for outdoor activities.","links":[{"url":"https://ung.academia.edu/MarijaBrasic","title":"Academia"}]}],"start_time":"2022-11-05T15:15:00.000+01:00","end_time":"2022-11-05T15:45:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 3034","id":124}},{"id":940,"guid":"fb58ad76-ac50-4bc4-956c-b0f63dff82dc","title":"Conceptualization of colors to abstract concepts","language":"en","subtitle":"A comparative study on color metaphors in Chinese and English.","description":null,"duration":1800,"time_slots":2,"logo":"/system/events/logos/000/000/940/original/%E6%88%AA%E5%B1%8F2022-11-03_%E4%B8%8A%E5%8D%8811.30.56.png?1667471488","type":"lecture","do_not_record":false,"track":"Diverse","abstract":"Is “black market” in every language “black”? How about seeing “red” (being angry) or feeling “blue”? To which extent do different languages share the same color metaphors? What are the motivations underlying shared and specific metaphorical meanings of color across different languages? \r\nIn the traditional metaphor theory, metaphor is considered only as a linguistic phenomenon and a rhetorical device. (Bartlett, Robert C., 2019) However, it started to be regarded as a basic and indispensable cognitive mode for human beings after the proposal of the Conceptual Metaphor Theory (Lakoff \u0026 Johnson 1980). According to Lakoff and Johnson (1980: 3), “our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature.” Humans tend to conceptualize abstract concepts through concrete ones by mapping source domains to target domains, for example, conceptualizing “argument” as “war.” Color as a basic cognitive category for human beings, serves as a frequent source domain for conceptual metaphors in various languages.\r\nThe current study used 11 basic color terms in English according to Berlin and Kay (1969) and 12 color terms in Chinese as subjects through a corpus study. It aimed to provide a systematic description of color metaphors in Chinese and English within the framework of Conceptual Metaphor Theory. Shared and specific metaphorical meanings of these colors in the two languages and their motivations were discussed. The color terms tend to be conceptualized as concepts with similar affective meanings elicited based on the biological nature of the color cross-culturally. In contrast, the conflicting affective meanings expressed by the color metaphors always arise within a specific cultural context. Furthermore, the target domains of each color metaphor in these two languages were analyzed and compared. Emotion, identity, morality, and other domains are the frequent domains conceptualized from color cognition. The investigation provides hints about the socio-cultural and socio-cognitive structures of these two different speech communities. \r\n\r\nReferences:\r\nBartlett, Robert C., 2019. Aristotle’ Art of Rhetoric, translation with an Interpretive Essay, Chicago: University of Chicago Press.\r\nBerlin, Brent \u0026 Kay, Paul. 1969. Basic Color Terms: Their Universality and Evolution. Berkeley: University of California Press. \r\nLakoff, George \u0026 Johnson, Mark. 1980. Metaphors we live by. Chicago: The University of Chicago Press. \r\n","speakers":[{"guid":"bbcdada8-39ea-54bd-a405-86a7a489e3be","id":847,"image":null,"name":"Xuanbing Shan","public_name":"Xuanbing Shan","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T11:15:00.000+01:00","end_time":"2022-11-05T11:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":935,"guid":"6b20fd41-6db3-487e-b006-106f97147358","title":"Coronaleugnen via Telegram","language":"de","subtitle":"Eine linguistische Skizzierung ","description":"Die Gruppe von Kritiker*innen der Corona-Maßnahmen im deutschsprachigen Raum ist sehr heterogen zusammengesetzt. Demographische Untersuchungen der Teilnehmer*innen von Protesten zeigen, dass sich hier Mitglieder unterschiedlichster Bevölkerungsgruppen zusammenschließen – mit noch verschiedeneren Intentionen und Motivationen. \r\nEin Teil der Kritiker*innen vernetzt sich über den Messenger-Dienst Telegram. Deren Nachrichten aus „Gruppen“ und „Kanälen“ bilden das Korpus der vorliegenden Untersuchung. Die Scripte für Aufbau und Auswertung eines Telegram-Korpus stehen auf GitHub zur Verfügung.\r\nDas für illegale Aktivitäten prädestinierte Medium bietet hunderttausenden Gruppenmitgliedern die Möglichkeit, politische Agenden, Hetze, Verschwörungstheorien und Desinformation zu teilen. Dies geschieht in einem digitalen Parallelraum mit einem Narrativ, das sich von der Mainstream-Gesellschaft abgespalten hat. Um die soziale Gruppenzugehörigkeit zu stärken, gelten dort auch bestimmte sprachliche Normen, die den Diskurs einzigartig machen. Qualitativ kann die Sprache als emotional, manipulativ und familiär umzeichnet werden. Ergänzend hinzu kommen Merkmale wie beispielsweise eine überdurchschnittliche Verwendung des Buchstaben „Q“ oder bestimmter Emojis. \r\nDer Vortrag zeigt die technische Grundlage der Untersuchung sowie Beispiele etlicher Merkmale, die die Sprache der Coronaleugner*innen charakterisieren und von vergleichbaren Gruppierungen unterscheiden.","duration":1800,"time_slots":2,"logo":"/system/events/logos/000/000/935/original/Design_ohne_Titel_%281%29.png?1664143120","type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"Wie sprechen Coronaleugner*innen? Gibt es einen Soziolekt oder zumindest sprachliche Merkmale, die die Mitglieder dieser Protestbewegung teilen? Können gefährliche Telegram-Chats vielleicht sogar anhand der Sprache identifiziert werden? \r\nDer Vortrag gibt einen linguistischen Einblick in die Welt der Coronaleugner*innen.","speakers":[{"guid":"66780ac1-a142-5f7e-97a0-66079bcf9c96","id":796,"image":null,"name":"Rebekka Borges","public_name":"Rebekka Borges","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T08:45:00.000+01:00","end_time":"2022-11-04T09:15:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":880,"guid":"4776ab4c-8f44-46b0-a475-b3d8823eec1e","title":"Das Potenzial negativen Framings","language":"de","subtitle":"Effekte von Framing und Wortwahl auf Rezeption von Klimawandel-Kampagnen","description":null,"duration":1800,"time_slots":2,"logo":"/system/events/logos/000/000/880/original/s4f_logo_salzburg-300x300.png?1662491207","type":"lecture","do_not_record":false,"track":"Diverse","abstract":"Der Klimawandel ist präsenter denn je. Um die Klimakrise zu bewältigen bedarf es der richtigen Kommunikation über Fakten und notwendige Maßnahmen im Kampf gegen den Klimawandel. Wissenschaftliche Botschaften mit aufrüttelnden Apellen zu verbinden gelingt jedoch nur selten. Ebenso zeigen Studien, dass wissenschaftliche Korrektheit oft nicht mit der erwünschten Vertrauenswürdigkeit einer Nachricht einhergeht. \r\nDieser Online-Vortrag beschäftigt sich mit den Einflüssen von Framing und Wortwahl auf die Rezeption von Klimawandel-Texten. \r\nDer Vortrag, basierend auf meiner Masterarbeit, erläutert die Einflüsse unterschiedlich gerahmter Klimawandelkampagnen auf die Bewertung und Wahrnehmung dieser Kampagnen durch Studienteilnehmer*innen. Die untersuchten Texte unterscheiden sich in zwei zentralen Eigenschaften: positives vs. negatives Framing und emotionale Nähe vs. Distanz. In einer quantitativen Studie bewerteten 101 Teilnehmenden die Stimuli-Texte nach Vertrauenswürdigkeit, Wohlgeformtheit, sowie emotionaler und motivierender Wirkung.\r\nBei allen Fragen wurde durchwegs der negative Frame signifikant häufiger gegenüber dem positiven Frame bevorzugt. Keine signifikanten Unterschiede ergaben sich zwischen dem emotional nahen und distanzierten Frame. Die deutliche Präferenz für den negativen Frame kann durch einen Negativitäts-Bias erklärt werden, der negativ formulierte Aussagen glaubhafter erscheinen lässt.\r\nDieser Vortrag soll einen Einblick in die Diskurs- sowie Ökolinguistik geben. Abschließend werden Empfehlungen für die öffentliche Kommunikation wissenschaftlicher Fakten ausgesprochen. Ziel ist die Balance zu finden zwischen präziser Sachlichkeit und emotionalen, narrativen Elementen.","speakers":[{"guid":"ab036529-21d5-5bec-92dc-1088b675de50","id":797,"image":null,"name":"Edith Haim","public_name":"Edith Haim","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T10:15:00.000+01:00","end_time":"2022-11-05T10:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":897,"guid":"22d2dd56-69fe-414e-b1d0-5169b59a11ee","title":"Demonstratives in Bahaso Melayu Pakning","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"Bahaso Melayu Pakning (BMP), also known as Siak Malay, is a variety of Malay spoken in the Bengkalis regency in Riau province, Indonesia. Together with a small group of students, I conducted a fieldwork study on the BMP demonstrative system in collaboration with a native speaker. Based on the Wilkins (1999) Demonstrative Questionnaire, we acted out scenarios to prompt the use of the two demonstratives tu and ni in the informant, recorded her speech and took note of gesturing. The data was complemented by additional recordings of free and narrative speech, and yielded a rather conclusive account of the spatial, temporal and discourse deictic use of the two-term demonstrative system which I classified according to Levinson’s (2004) deixis taxonomy. The two demonstratives can be identified as proximal and distal in their spatial use, with interesting irregularities attested in narrative contexts as well as ones reaching into the pragmatic sphere. BMP relies on time deixis in lieu of tense, and the spatial use of the two markers seems to map neatly onto the temporal system. This hypothesis is backed up by data from Standard Indonesian, which is a related language that coexists in the region and is spoken by most of the population. Finally, the discourse deictic anaphoric use of the demonstratives suggests an ongoing grammaticalization process of the distal marker tu into a definite article or pronoun, supported by a hint in the existing personal pronominal paradigm. This hypothesis is, however, left unconfirmed by the data.","speakers":[{"guid":"2eea425d-e796-5dfc-affa-ae3ba24542f2","id":819,"image":"/system/people/avatars/000/000/819/original/IMG_1553.JPG?1664963866","name":"Alessandra On","public_name":"Alessandra On","email":"cicia99@gmail.com","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T10:45:00.000+01:00","end_time":"2022-11-05T11:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":884,"guid":"1ab27750-4f25-4597-8abf-e841d8df600a","title":"Der österreichische Neutralitätsbegriff als Beispiel für die sprachliche Konstruktion kollektiver Identität(en) in digitalen Kommunikationsräumen","language":"de","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Corpus Linguistics","abstract":"Die politische Neutralität Österreichs gilt häufig als eine der grundlegenden Größen einer kollektiven Identität innerhalb der 2. Republik und prägt deren internationale Positionierung. Anhand von Schlagwortsuchen in digitalen Ausgaben österreichischer Qualitätsmedien kann festgestellt werden, dass der bisher selten diskutierte Neutralitätsbegriff seit Beginn des Kriegs in der Ukraine medial mit deutlich höherer Frequenz auftritt und neue diskursive Rollen einnimmt. \r\nUm diese Rollen zu analysieren und die vielfältige Semantik der „Neutralität zu erörtern, wird im Rahmen der präsentierten Arbeit ein Korpus aus Kommunikationsdaten aus der Plattform Twitter zusammengestellt, wobei jedes Einzelkommunikat mindestens einen der Suchbegriffe „neuralität“ oder „neutralitaet“ beinhaltet, eindeutig auf einen Zusammenhang mit Österreich referiert und nach dem 24. Februar 2022 publiziert wurde. Die auf diese Weise gewonnenen Daten werden unter Nutzung von Antconc, respektive einer XML-Kodierung, einem quantitativen und qualitativen Analyseschritt unterzogen.  Dabei befasst sich eine quantitative Kollokationsanalyse mit den Verwendungskontexten des Begrifffelds Neutralität, um erste Schlussfolgerungen auf dessen im Netz konstruierte Semantik zu ermöglichen. Basierend auf den aus dieser Analyse emergierenden inhaltlichen Kategorien soll in einer qualitativen Analyse exemplarisch gezeigt werden, in welchen Kommunikationsstrukturen, Zusammenhängen und mit welchen sprachlichen und rhetorischen Auffälligkeiten über „Neutralität“ getweetet wird. Die Ergebnisse bieten einen Einblick in Sprachwandelphänomene im Kontext gesellschaftlicher und damit diskursiver Ereignisse und lassen erste Beobachtungen bezüglich der Rolle des semantischen Feldes „Neutralität“ zur Konstruktion digitaler, „österreichischer“ Identität(en) zu. Darüber hinaus wird ein diskurs- und medienwissenschaftlicher Zugang zu kollektiven Identität(en) und deren (Re-)Produktion in digitalen Räumen präsentiert, der im Kontext weiterer korpuslinguistischer Arbeiten von Relevanz sein kann. \r\n","speakers":[{"guid":"aed3da8f-e5bb-5588-8a2e-55f1dd284ac1","id":724,"image":null,"name":"Susanne Schmalwieser","public_name":"Susanne Schmalwieser","email":"susanne.schmalwieser@gmail.com","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T10:45:00.000+01:00","end_time":"2022-11-04T11:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3035","id":115}},{"id":910,"guid":"a1013306-89fd-4407-a1e5-e4e959ea940b","title":"Die Polyfunktionalität der temporalen präpositionalen Wortverbindungen","language":"de","subtitle":"Eine korpusbasierte Studie von ,im Moment'","description":",,Während die Grundbedeutung der Tempora relativ gut erforscht sind, ist die Analyse pragmatisch vermittelter und metaphorischer Verwendungen noch Gegenstand lebhafter Diskussion.‘‘ (Vater 1994: 108). Dies gilt in stärkerem Mäße auch für Temporaladverbiale, insbesondere für temporale Präpositionalphrase. Ausgehend davon wird die Präposition-Nomen-Verbindungen (PNs) als Untersuchungsgegenstand im PREPCON-Projekt des Leibnitz-Instituts für Deutsche Sprache untersucht. Im Rahmen des Projekts werden PNs als binäre lexikalische Präpositionalphrasen definiert, die durch den Wegfall des Artikelwortes zwischen Präposition und Nomen (sogenannter Nullartikel) gekennzeichnet sind, z. B. vor Ort, binnen Sekunden (Steyer 2019: 9). Im PREPCON-Projekt werden aus phraseologischer Perspektive korpuslinguistische Untersuchungen durchgeführt, bei denen die Gebrauchsaspekte binärer PNs interpretiert werden (Steyer 2018: 231). Dabei wurde gezeigt, dass temporale präpositionale Wortverbindungen (PWVs) – eine selbständig als Satzglied fungierende Untergruppe der PNs – über eine Bifunktionalität verfügen: Sie lassen sich neben der Funktion als Temporaladverbiale auch als kommunikative Formeln oder Diskursmarker interpretieren (ebd.: 17), z. B. die PWV für Jahre in (1):\r\n(1) Ein vorsätzlich platziertes Fingerstück in einer Chili-Suppe eines kalifornischen Restaurants bringt ein Ehepaar nun für Jahre hinter Gitter. [...] Die 40-jährige Anna Ayala muss für neun Jahre ins Gefängnis. \r\n(Bsp. nach PREPCON-Online)\r\nDie PWV ,für Jahre‘ in (1) bedeutet nicht nur eine begrenzte Dauer (In diesem Fall wird durch den Kontext klar gemacht, dass die Haft neun Jahre dauern wird.), sondern auch eine gefühlte Ewigkeit, die die Bewertung der Haft durch den Sprecher reflektiert (vgl. Steyer 2019: 32).\r\nDer Vortrag beschäftigt sich mit der temporalen PWV ,im Moment‘ und es wird anhand von korpuslinguistischen Untersuchungen versucht, die Polyfunktionalität von ,im Moment‘ zu illustrieren und die Faktoren, die ihre Bedeutung und Interpretation beeinflussen, aus funktional-grammatischer Sicht zu erfassen. Nach den Ergebnissen der Datenanalyse besitzt ,im Moment‘ eine Vielzahl an Zeitreferenzmöglichkeiten. Im Hinblick auf die lineare Zeitfolge kann sich ,im Moment‘ auf Basis der Grundbedeutung sowohl auf einen subjektiven gegenwärtigen Zeitpunkt beziehen als auch auf einen Zeitpunkt der Vergangenheit. Bezüglich der Zeiterstreckung kann ,im Moment‘ auf unterschiedlich lange Zeitspannen referieren. Es wird zudem dargestellt, dass ,im Moment‘ neben ihren temporalen Lesarten diskursiv interpretierbar sind. Diese diskursive Lesart zeigt sich vor allem in der vorläufig-Lesart und der Lesart ‚Sprechereinstellungen ausdrücken‘. Die temporalen sowie diskursiven Lesarten werden in verschiedenen Belegen unterschiedlich stark hervorgehoben und die Hervorhebung der bestimmten Lesart ist sowohl vom Kontext als auch von den funktional-pragmatischen Mustern abhängig.\r\n\r\nLiteratur:\r\nPREPCON-online (2019): PREPCON-Präposition-Nomen-Verbindungen im Kontext. Onlineplattform. http://www.ids-mannheim.de/prepcon/prepcon_online.html\r\nSteyer, Kathrin (2018): Lexikalisch geprägte Muster – Modell, Methoden und Formen der Onlinepräsentation. In Kathrin Steyer (Hg.): Sprachliche Verfestigung. Wortverbindungen, Muster, Phrasem-Konstruktionen. (=Studien zur Deutschen Sprache 79). Tübingen: Narr, 227-264. \r\nSteyer, Kathrin (2019): Für Jahre vom Tisch sein. Temporale Präposition-Nomen-Verbindungen zwischen Zeitreferenz und modal-diskursivem Gebrauch In: Ďurčo, P. / Tabačeková, J. (Hg.): Präposition-Nomen-Verbindungen. Korpusstudien zu Gebrauch und Musterhaftigkeit phraseologischer Minimaleinheiten. Berlin: Logos, 7-45.\r\nVater, Heinz (1994): Einführung in die Zeit-Linguistik. 3., verb. und erw. Aufl. Hürth-Efferen: Gabel.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Applied Linguistics ","abstract":"Präpositionale Wortverbindungen (PWVs) sind Untersuchungsgegenstand des PREPCON-Projekts des Leibnitz-Instituts für Deutsche Sprache unter der Leitung von Dr. Kathrin Steyer und im Rahmen des Projekts werden PWVs als binäre lexikalische Präpositionalphrasen definiert, die durch den Wegfall des Artikelwortes zwischen Präposition und Nomen (sogenannter Nullartikel) gekennzeichnet sind, z. B. vor Ort, binnen Sekunden (Steyer 2019: 9). Bei den Untersuchungen im Projekt wurde gezeigt, dass temporale PWVs über eine Polyfunktionalität verfügen: Sie lassen sich neben der Funktion als Temporaladverbiale auch als kommunikative Formeln oder Diskursmarker interpretieren (ebd.: 17)\r\nDer Vortrag beschäftigt sich eingehend mit der Bedeutung und den Gebrauchsaspekten der PWV ,im Moment‘ mithilfe von Korpusanalysen aus funktional-grammatischer sowie semantischer, pragmatischer und textlinguistischer Perspektive. Die Korpusanalyse kam zu dem Ergebnis, dass die PWV ,im Moment‘ der Polyfunktionalität einer temporalen PWV entspricht. Nach den Ergebnissen der Datenanalyse verfügt ,im Moment‘ über ein breiteres Spektrum von Zeitreferenzmöglichkeiten, die mehr oder weniger durch Dehnung ihrer Grundbedeutung hervorgebracht werden. Es wird zudem dargestellt, dass ,im Moment‘ neben ihren temporalen Lesarten diskursiv interpretierbar sind. Diese diskursive Lesart zeigt sich vor allem in der vorläufig-Lesart und der Lesart ‚Sprechereinstellungen ausdrücken‘. Die oben genannten temporalen sowie diskursiven Lesarten werden in verschiedenen Belegen unterschiedlich stark hervorgehoben und die Hervorhebung der bestimmten Lesart ist sowohl vom Kontext als auch von den eingebetteten funktional-pragmatischen Mustern abhängig.\r\nLiteratur:\r\nSteyer, Kathrin (2019): Für Jahre vom Tisch sein. Temporale Präposition-Nomen-Verbindungen zwischen Zeitreferenz und modal-diskursivem Gebrauch In: Ďurčo, P. / Tabačeková, J. (Hg.): Präposition-Nomen-Verbindungen. Korpusstudien zu Gebrauch und Musterhaftigkeit phraseologischer Minimaleinheiten. Berlin: Logos, 7-45.","speakers":[{"guid":"abba46c1-b989-5fd7-993e-a38ba442e462","id":827,"image":null,"name":"Yuhan Guo","public_name":"Yuhan Guo","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T08:45:00.000+01:00","end_time":"2022-11-04T09:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":898,"guid":"41146bee-dbe5-4676-86eb-7dde383b8ce4","title":"Differential Object Marking in Tukanoan languages ","language":"en","subtitle":"A typological-diachronic perspective","description":"Differential Object Marking (DOM), in which two or more sets of direct objects (Iemmolo and Klumpp, 2014) show differences in marking depending on their semantic, pragmatic or referential properties, is a widespread phenomenon —  such as the occurrence of the Spanish “prepositional accusative” a with typically human nouns, as in He visto a Juan “I have seen Juan”. DOM is found in many languages (Sinnemäki, 2014), including the Tukanoan language family of Northwestern Amazonia. While there are several accounts of DOM in individual Tukanoan languages (e.g. Cook and Levinsohn 1985, Case and Jeretič 2018), a unified typological and diachronic approach has yet to be developed. I analyze the behaviour of the object marker -re based on linguistic descriptions of 15 Tukanoan languages, applying a set of typological parameters, gathered mainly from the typology of DOM posited in Witzlack-Makarevich and Seržant (2018). Furthermore, I attempt to determine the nature of the DOM systems in these languages, taking into account the object markedness scales, first described by Aissen (2003). All evidence from the study point toward: (a) the grammaticalization of -re from a prominent spatio-temporal marker to a subject marker in one Tukanoan language via a differentially marked object — akin to what was described by Heine et al. (1991) as the “spatial \u003e human \u003e inanimate” path; (b) a clear pattern indicating a geographical centre from which the various -re functions may have spread. I conclude that future work on the phenomenon should be oriented towards unifying DOM marking analyses in different branches of the Tukanoan language family.\r\n","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"This talk presents a typological-diachronic account of Differential Object Marking (DOM) in the Tukanoan language family of Northwestern Amazonia.","speakers":[{"guid":"7d95fe00-edd5-5288-a716-6ce26531191e","id":811,"image":null,"name":"Jacob Menschel","public_name":"Jacob Menschel","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T10:15:00.000+01:00","end_time":"2022-11-05T10:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":878,"guid":"99eac491-af39-4254-a248-5aa65280f2a5","title":"DURel Annotation Tool","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Computational Linguistics","abstract":"DURel is an annotation tool for sentence pairs of a word. The annotations are used to form sense clusters of a word and to visualize them over time.\r\nOur web application for DURel was already presented at conferences and tested. It is now being improved in regard to usability and utility for lexicographs and linguists.  \r\nDURel provides an annotation interface for sentence pairs of a word. Annotators are asked to judge the degree of semantic relatedness of pairs of word uses. One example would be the two uses of arm in (1) and (2) on a scale of 1 (unrelated) to 4 (identical).\r\n(1) and taking a knife from her pocket, she opened a vein in her little arm, and dipping a feather in the blood, wrote something on a piece of white cloth, which was spread before her.\r\n(2) It stood behind a high brick wall, its back windows overlooking an arm of the sea which, at low tide, was a black and stinking mud-flat\r\nThe annotated data of a word is then represented in a Word Usage Graph (WUG). Its nodes represent word uses and weights on edges represent the (median) semantic relatedness judgment of a pair of uses as e.g. (1) and (2). \r\nThe focus of our talk will be on improvements being made in DURel, so that researchers can utilize information from clustering to explain semantic change or annotate word usages.\r\nUsers may use the tool to manage their projects, assigning them to registered annotators. The user's annotation can be stopped at any point and the finished data can be downloaded. The system also allows to directly cluster and visualize the data over time as interactive WUGs. New functionalities include the ability to switch between clustering and dimension reduction methods. This could lead to better results depending on each annotator's area of focus.\r\nA user study will be conducted with the goal of evaluating improvements in the tool's interface for linguistics researchers and lexicographs interested in word usage changes over time.\r\n","speakers":[{"guid":"30768352-5381-5bb3-a0e5-7baf9cad48b1","id":801,"image":null,"name":"LTL","public_name":"LTL","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-03T14:15:00.000+01:00","end_time":"2022-11-03T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":937,"guid":"cabb254a-d892-40b4-ab12-10901a41be4b","title":"Emotion Representation in Dialogue Systems","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Computational Linguistics","abstract":"Emotions are an incredibly complex natural phenomenon, and their definition is a constant research struggle in many fields ranging from Philosophy all the way to Natural Language Processing. They play a vital role in human communication and influence our behavior. In current technological development emotions have become especially interesting for dialogue systems or chat bots, as they are not only intended to communicate with but impersonate real human beings. This begs the questions – how can we represent emotions in a way that a machine can learn, recognize, and use them correctly? We will attempt a definition for emotions, taking existing definitions from Philosophy and Psychology into account and discuss important aspects that make up our human emotional range. Additionally, three representation methods for emotions (categorical, appraisal and dimensional) are introduced, as well as a complex combination approach of categorical and dimensional is explained, the Hourglass of Emotions.","speakers":[{"guid":"f8f6279b-b8f5-527c-ae02-f4c4cdf9ae66","id":813,"image":null,"name":"Paulina Zahlbaum","public_name":"Paulina Zahlbaum","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:45:00.000+01:00","end_time":"2022-11-05T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 4047","id":118}},{"id":929,"guid":"6f4dc875-ec4f-409a-a2e3-9425021e2c4e","title":"Event nominals and result nominals with -ing and -ning in Norwegian","language":"en","subtitle":null,"description":"Event nominals and result nominals with -ing and -ning in Norwegian\r\nIntroduction: The article explores Norwegian nominals with the nominalizing suffixes -ing and -ning and whether they are event nominals (EN) or result nominals (RN) (Harley 2009, Lundquist 2008). Most Norwegian verbs can be nominalized with -ing and some can also be nominalized with -ning. Thus, some verbs occur with both suffixes, such as forurensing (‘pollution’) and forurensning (‘pollution’) without a clear semantic difference. According to Språkrådet (The Language Council of Norway) (2017), there is no clear meaning distinction between the two suffixes, while they suggest one can use -ing for an event-oriented meaning and -ning for a result-oriented meaning. The question asked in the article is whether the two suffixes are associated with different semantics and morphosyntax, such that nominals with -ing are instances of ENs, and nominals with -ning instances of RNs. To probe this more systematically, I carried out a corpus study, and found that there is some correlation between suffix choice and type of nominal.\r\nHypotheses: The question of whether -ing correlates with EN readings and -ning with RN readnings gives rise to three possible hypotheses.\r\nAt one extreme, Hypothesis 1 states that there is no correlation between choice of suffix, -ing or -ning, and type of nominal, EN or RN.\r\nAt the other extreme, Hypothesis 3 states that there is a strong correlation between suffix choice (-ing or -ning) and type of nominal (EN or RN), such that -ing mainly is used with EN and -ning is mainly used with RN.\r\nMost importantly, a partial correlation is possible, as stated in Hypothesis 2. This can take shape in three distinct ways.\r\n● Subhypothesis 2a: -ing is more often used as EN than RN, whereas -ning is more often used as RN than EN\r\n● Subhypothesis 2b: -ing has a more limited range of use than -ning, such that -ing is more used as EN than RN, whereas -ning is equally often used as EN and RN\r\n● Subhypothesis 2c: -ning has a more limited range of use than -ing, such that -ning is more often used as RN, whereas -ing is used equally often as EN and RN.\r\nBased on the results from the corpus study, I argue in favour of Hypothesis 2 and Subhypothesis 2b.\r\nAnnotation criteria: I used four tests as annotation criteria when conducting the corpus study. Diagnostics 1-3 are based on Harley (2009) and Lundquists (2008) characterization of ENs and RNs. Diagnostics 4a and b I propose and argue for myself.\r\nDiagnostic 1 - Count nouns: ENs are mass nouns and RNs count nouns. Therefore, nouns in plural, such as nedlastninger (‘downloads’), indicate RN, since ENs can't pluralize.\r\nDiagnostic 2 - Internal argument: An EN must keep the internal argument of the verb from which it is derived. Thus, internal argument, as in overvåking av beboerne (‘surveillance of the residents’), indicates EN.\r\nDiagnostic 3 - Aspectual modifiers: ENs can be aspectually modified by words like kontinuerlig (‘continuous’) and hyppig (‘frequent’), whereas RNs cannot. I therefore assume that aspectual modifiers indicate ENs.\r\nDiagnostic 4a: Det foregår (‘there is going on’)\r\nAs an EN denotes a process or, more generally, an event, and can therefore accompany dynamic verbs such as foregå (‘be going on’) and finne sted (‘take place’). I will assume that an -ing/-ning nominal that is an argument of such a verb is an EN.\r\nDiagnostic 4b: Det finnes (“there exists”)\r\nAn RN, on the other hand, denotes a result state or an object, i.e. something that exists. An RN can therefore be an argument of stative verbs such as eksistere (‘exist’) or synonymous verbs, and I will interpret the presence of such a predicate as an indication of an RN.\r\nMethod: From the Norwegian Web AS Corpus (NoWaC), I downloaded 100 random samples each of 11 nominals with both -ing and -ning, that is, 2200 samples altogether. I annotated in separate annotation columns every positive result of each test. In separate annotation columns for the type of nominal, samples with positive results on test 2, 3 and/or 4a were assumed to be ENs, and samples with positive results on test 1 and/or 4b were assumed to be RNs. A sample with positive result on both an EN test and an RN test, were annotated as ambiguous. The final step was to compare the percentages of the 1100 -ing samples that were classified as ENs and as RNs, respectively, and repeat the same step for the -ning samples.\r\nResults: Since the samples were naturally occurring corpus examples, 1492 of the 2200 samples did not pass any of the five diagnostics, which test for the presence of certain expressions. I analyzed the remaining 708 samples, which passed one or more of the diagnostics; 339 were with -ing and 369 with -ning, i.e. the data set can be considered balanced. Diagnostics 1 and 2 had the most hits, and the other diagnostics had very few. ENs make up the vast majority of the samples with both -ing and -ning. Nevertheless, there are more ENs with -ing (299) than with -ning (242). With regards to RNs, the gap between the -ing lists and -ning lists is bigger, as there are 108 RNs with -ning and 30 RNs with -ing. There are altogether 29 ambiguous samples. However, the general nature of test 3 gives rise to some false positives with regards to this test. The nominal in (1) passes diagnostic 3, but is more plausibly analyzed as an RN, as the encoded meaning of the proposition is that there exist interpretations of Carmen as a result of how Furman, Paglia and McClary read it.\r\n(1) Eksempler på feministiske lesninger av Carmen er Nelly Furman ( 1988 ) , Examples on feminist reading.PL of Carmen are Nelly Furman (1988), Camille Paglia ( 1994 ) og Susan McClary ( 1992 ) . (8098708, NoWaC) Camille Paglia (1994) and Susan McClary (1992)\r\n‘Examples of feminist readings of Carmen are Nelly Furman (1988) [...] ’ Conclusion: As predicted by Hypothesis 2, the results show a certain pattern with regards to choice of suffix and type of nominal. Furthermore, Hypothesis 2b correctly predicted the use of -ing being mainly limited to EN, whereas -ning is used with both EN and RN. The findings also indicate that the use of internal argument as a distinction between EN and RN (as suggested by Harley (2009) and Lundquist (2008)), yields too many false positives.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Corpus Linguistics","abstract":null,"speakers":[{"guid":"c4d8d6fe-26dc-52e7-b13a-a69576ec9a0e","id":844,"image":null,"name":"Mari Eriksen Nordeng","public_name":"Mari Eriksen Nordeng","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T08:45:00.000+01:00","end_time":"2022-11-04T09:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3035","id":115}},{"id":876,"guid":"5a43c7e7-18e0-4d8d-9795-9d0959c1c003","title":"Extramural Activities And German Students’ Proneness to Errors","language":"en","subtitle":null,"description":null,"duration":2700,"time_slots":3,"logo":null,"type":"lightning_talk","do_not_record":false,"track":"Applied Linguistics ","abstract":"A good productive vocabulary is essential for good quality writing (Nation 2013: 263). Researchers are thus looking for ways to improve a learner’s vocabulary and find that both comprehensible input (cf. Krashen 1976, 1993) and comprehensible output (cf. Swain 1985) are valuable for language learners. Sundqvist (2009: 24) postulates the importance of so-called extramural activities, those taking place outside the ‘walls’ of the language classroom. For the purpose of this study, 100 students in the upper grades of German schools were consulted. They provided information on their extramural activities, as well as a text extract from a recent exam. The texts were error-tagged. Based on these evaluations, it was found that extensive extramural activities only relate slightly to English writing competence. Students who engage heavily with the internet using English are more often also those who perform well in their writing; however, it is possible that they enjoy extramural activities in English so much because their proficiency allows them to. Moreover, those who do not perform well in English and show to have many issues pertaining to spelling, grammar, word choice, etc. also do not enjoy extramural activities in English as much. The knowledge on which kind of extramural activity students participate in frequently is extremely beneficial for educational purposes. ","speakers":[{"guid":"c600d320-3e37-5f2c-ba25-107de77a356f","id":799,"image":null,"name":"Lisa-Christine Altendorf","public_name":"Lisa-Christine Altendorf","email":"altendorf@uni-bonn.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T11:15:00.000+01:00","end_time":"2022-11-05T12:00:00.000+01:00","room":{"name":"Von-Melle-Park 5 (Wiwi-Bunker), 20146 Hamburg — Room 00029","id":110}},{"id":888,"guid":"a0bf7555-a35e-4be4-98a1-e16cd5cd02cd","title":"Fake News oder Falschnachrichten? Lexikalische Zweifelsfälle bei neologistischen (Quasi-)Synonymen","language":"de","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Applied Linguistics ","abstract":"Die Neologismenforschung des Deutschen ist durch „lexikographische Dominanz und wenig linguistische Auseinandersetzung“ (Elsen 2021: 113) geprägt. Daher sind im Gegensatz zu anderen Sprachen „Defizite im deutschsprachigen Raum“ (Elsen 2022: 52) bei der Erforschung von neuen Lexemen bzw. von Neubedeutungen festzustellen. An dieser Forschungslücke schließt die Idee für ein Dissertationsprojekt an, das sich in die linguistische Neologismenforschung einreihen und offene Fragestellungen beantworten soll. Im geplanten Projekt und in diesem Vortrag wird es um lexikalische Rivalität und daraus resultierende sprachliche Zweifelsfälle bei neologistischen (Quasi-)Synonymen gehen. Den Klassifizierungen von Klein (2018) folgend soll untersucht werden, ob lexikalische Zweifelsfälle im Bereich von neologistischen (Quasi-)Synonymen konditioniert sind (und wenn ja, durch welche Steuerungsklassen (z. B. diachron, medial, diatopisch, semantisch, syntaktisch oder durch die Textsorte gesteuert)) oder ob hier freie Variation vorliegt. \r\nIm Vortrag auf der 72. StuTS wird zunächst einmal die Definition von sprachlichen Zweifelsfällen nach Klein (2003, 2009 und 2018) vorgestellt. Anschließend wird genauer auf lexikalische (v. a. polylexematische) Zweifelsfälle eingegangen (vgl. Klein 2018: 288f. und 304ff.) und auch Neologismen sowie (Quasi-)Synonyme werden thematisiert. Da die „Klärung eines Zweifelsfalls […] die empirische Variantenanalyse voraus[setzt]“ (Klein 2018: 19), wird im Anschluss an den theoretischen Teil ein erster Versuch einer Klassifikation der verschiedenen Arten von lexikalischem Wettbewerb zwischen Neologismen vorgestellt. So lassen sich z. B. folgende Gruppierungen ausmachen: Angloneologismen vs. konkurrierende neue Formen/Übersetzungen (Fake News vs. Falschnachrichten), Angloneologismen vs. bereits existierende deutsche Entsprechungen (Prank vs. Streich), Angloneologismen vs. Teillehnübersetzungen (Carework vs. Carearbeit), miteinander konkurrierende Angloneologismen (Lockdown vs. Shutdown), neologistische Paronyme (boosten vs. boostern), Komposita mit gewisser morphologischer Variabilität (Infektionsbooster vs. Boosterinfektion) und Fachausdrücke vs. Allgemeinsprache (Corona vs. Covid-19 vs. Sars-CoV-2). Abschließend werden verschiedene relevante Fragestellungen für das Dissertationsprojekt skizziert.","speakers":[{"guid":"50b0c8cb-3a39-5127-8571-b1b48f468c26","id":812,"image":"/system/people/avatars/000/000/812/original/Julia_Pawels_2022_-_mit_Copyright.png?1663598296","name":"Julia Pawels","public_name":"Julia Pawels","email":"pawels@ids-mannheim.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T08:15:00.000+01:00","end_time":"2022-11-04T08:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":883,"guid":"4a66acd5-d641-4eb4-a0c4-3aaef4e32a8b","title":"Grammatical gender selection of Norwegian nouns by native speakers of Spanish when code-switching","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":"My thesis explores the assignment of grammatical gender in the context of insertion code-switching of Norwegian nouns into a Spanish sentence. That is, whether Spanish speakers would assign el (masculine article) or la (feminine article) to words in Norwegian, which is a language that has three grammatical genders (masculine, feminine and neuter), and whether there are linguistic and/or sociodemographic factors that can explain and predict it. \r\nI formulated four hypotheses: (i) masculine as default, (ii) gender of the speaker, (iii) phonological shape of the word and (iv) gender of the translation.\r\nThe data was collected by using two online surveys where participants encountered 15 Spanish target sentences which had a Norwegian noun in it preceded by either el or la. Participants were asked to judge the acceptability of the sentences on a 5-point Linkert scale. After that, they were asked questions such as age and gender.\r\nWhat I found was that speakers judged more favorably those stimuli sentences with masculine grammatical gender assignment, which agrees with previous literature. However, sometimes the gender of the translation played a role favoring the feminine. Also, women in this survey appeared to rate higher the sentences with masculine grammatical gender, whereas men were more accepting of the feminine grammatical gender. ","speakers":[{"guid":"77835e7a-7c97-5ad9-88fb-85a0d6f5fa24","id":806,"image":null,"name":"Elena Cañamaque Varona","public_name":"Elena Cañamaque Varona","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:45:00.000+01:00","end_time":"2022-11-05T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":930,"guid":"896ca2a6-8074-4df9-80af-04018fae7397","title":"Grammaticalization patterns in Basque adpositions: from body parts to locative cases","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Theoretical Linguistics","abstract":"In Basque (isolate language in south-western Europe), spatial information is expressed by two morphologically different categories of adpositions: locative cases and the so called location nouns. Locative cases form a delimited set and are always suffixed to a noun (-ra ‘to’ \u003e kale-ra ‘to the street’; -raino ‘up to’ \u003e kale-raino ‘up to the street’). \r\nThe set of location nouns derives from a primary grammaticalization of body parts (e.g. ahur ‘palm’ \u003e aurre ‘front’; atz ‘finger’ \u003e atze ‘back’; zeihar ‘rib’ \u003e zehar ‘side’) (Lakarra 2013) and it has been a more problematic set to define due to its heterogeneity (de Rijk 1990, Etxepare \u0026 Oyharçabal 2013). Some location nouns (such as aurre ‘front’) imply a referential point in space and allow combining with any locative case (aurre-an; ‘in front’ aurre-tik ‘from the front’) while others imply a direction in space and can only combine with one locative case to form complex adpositions.\r\n\r\nIn recent times, the locative cases are been substituted by new complex adpositions in some of the varieties. These complex adpositions are created from the merge of a locative case and a location noun derived from a body part. For example, in western Basque, the terminative case -raino (‘up to’) is been substituted by -rarte, a merge between the allative case -ra (‘to`) and a referential noun arte (in between’). Meanwhile the prolative case -tik (‘through’; ‘across’) is been substituted by -n zehar, a merge between the locative case -n (‘in’) and zehar (‘side’) a location noun derived from a body part. Thus, synchronic changes in locative cases allow tracing back the primary (body parts \u003e location nouns) and secondary grammaticalization (location nouns \u003e locative cases) in Basque.\r\n","speakers":[{"guid":"fa047d3a-677b-5629-9463-a0630b047058","id":841,"image":null,"name":"Jürgen Etxeberria Gonzalez","public_name":"Jürgen Etxeberria Gonzalez","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T11:15:00.000+01:00","end_time":"2022-11-05T11:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":886,"guid":"9e086b50-35cd-4642-ab9e-44500d5d4865","title":"Grammatische Fremdwortintegration diachron","language":"de","subtitle":"Eine empirische Studie zu Verb-Entlehnungen aus dem Englischen","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Corpus Linguistics","abstract":"Anhand der zentralen Fragestellung, wie die Integration von aus dem Englischen ent-lehnten Verben ins Deutsche verläuft, leiste ich mit meinem Dissertationsvorhaben eine umfangreiche und problemorientierte Forschungsarbeit zur Häufigkeit und Systematik der Entlehnungen sowie ihres Integrationsprozesses. Aus (mikro)diachroner Perspek-tive wird untersucht, wie sich morphologische und graphische Integrationsphänomene, die im Laufe des Entlehnungsprozesses auftreten können, entwickeln.\r\nAnhand der im DeReKo erhobenen Daten zu 50 im Zeitverlauf untersuchten ursprüng-lich englischen Verben lässt sich nachweisen, dass die Verwendung sowohl typen-  als auch tokenfrequentiell insgesamt zunimmt. Die Korrelationsberechnung als Maß für den Grad des Zusammenhangs zwischen den Variablen Alter und Frequenz mit Pear-son’s r weist einen signifikanten positiven Zusammenhang auf. \r\nAuch Fragestellungen nach grammatischen Modifizierungen, die sich in sprachlichen Zweifelsfällen hinsichtlich morphologischen und/oder graphischen Anpassungen aus-drücken können, weisen interessante Ergebnisse auf. Gerade bei der schriftlichen Rea-lisierung von Anglizismen fällt die Infinitivschreibung (Bsp. recyceln/recyclen) und Fle-xion (Bsp. er sampelt/samplet) einiger Verben schwer. Zudem entstehen sprachliche Zweifelsfälle bei der graphischen Wiedergabe der Partizip II-Endung (Bsp. desig-ned/designet/designt) und wo bei komplexen Verben das ge-Affix beim Partizip II plat-ziert werden soll (Bsp. upgedatet/geupdatet). \r\nIn meinem Vortrag möchte ich exemplarisch Auswertungsergebnisse dieser morpholo-gisch-graphischen Zweifelsfälle vorstellen. Anschließend soll über aus meinem Daten-material ableitbare Tendenzen und Regularitäten hinsichtlich der unterschiedlichen Verhaltensweisen bei der Integration englischer Verben diskutiert werden können.\r\n","speakers":[{"guid":"e4251513-abf9-5e33-ab1d-a774c0cbee98","id":809,"image":null,"name":"Johanna Weiser","public_name":"Johanna Weiser","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T08:15:00.000+01:00","end_time":"2022-11-04T08:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3035","id":115}},{"id":905,"guid":"20552ace-58a7-4508-af0c-62a532609ca5","title":"Guarani: Without a Textbook or a Classroom","language":"en","subtitle":"The Role of Social Media in Accessibility of Language Learning Resources for Lesser Studied Languages.","description":"I started learning Guarani in 2015. It soon became apparent that it would be a different experience to every language I'd learnt before. Yes, there was a Duolingo course (taught in Spanish). But no, there was no textbook or classroom that could help me learn from my home in the UK. This experience led to my current dissertation research in the role of social media in accessibility of language learning resources for lesser studied languages. In this session, I'll be sharing some of my key findings so far.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":"As part of my current dissertation research, I'm exploring the role of social media in accessibility of language learning resources for lesser studied languages. In this session, I'll be sharing some of my key findings so far.","speakers":[{"guid":"2c4eb797-535d-583c-8ce5-ef63260f480b","id":825,"image":null,"name":"Lindsay","public_name":"Lindsay","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-03T16:30:00.000+01:00","end_time":"2022-11-03T17:00:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":928,"guid":"996066ec-c4e7-4108-b776-6518e9c7ecb5","title":"“He don’t speak English but he communicates” – Interaction Patterns and Discourse Strategies in Veterinarian-Client-Pet Health Communication”","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Applied Linguistics ","abstract":"Interactions in health are not limited to human medicine and healthcare – rather, they can also pertain to animals and their needs and welfare. In veterinarian settings, already complex communication strategies not only concern the usual two parties (patient and health expert) but involve a dialogue between a veterinarian and a client which revolves around the pet-patient. This talk sketches out briefly the research questions, data and methodology used in my master thesis. Which is concerned with the task of both the client and the veterinarian to vocalise the medical conditions of the pet, and to discuss medical procedures to follow in the setting of veterinarian reality televisions. For this I analysed the discourse between veterinarian and clients in three different vet reality TV series concerning the distribution of interactions, their relational work strategies, expert positioning as well as advice giving.\r\n","speakers":[{"guid":"b238277b-fc8b-5cc9-abc4-d78642b4c5eb","id":408,"image":"/system/people/avatars/000/000/408/original/DSC_3907.jpeg?1605718897","name":"Eleonora Kacl","public_name":"Eleonora Kacl","email":"eleonora.kacl@unibas.ch","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T10:15:00.000+01:00","end_time":"2022-11-05T10:45:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 3034","id":124}},{"id":872,"guid":"aa60318d-1072-4fd1-b653-d7f3535e17be","title":"“He taught him the hills and hills and hills of the province”","language":"en","subtitle":"The Semantics of Old Irish Terms for Elevated Landscape Features","description":"This study investigates the semantics of Old Irish terms in the lexical field ‘elevated landscape features’ in order to differentiate their semantics. The semantic investigation of lexical items for ‘height’ carried out by Liam Mac Mathúna (1988) was a first step in gaining an understanding of some of these lexical items. However, the limited availability of material and lack of digital methods only allowed him to investigate two lexical items in two Old Irish texts. A re-examination of more lexical items in a larger corpus of Old Irish is, therefore, warranted.\r\nThrough a combination of landscape semantics and place name evidence provides insight into the semantic variation of Old Irish terms for elevated landscape features. The semantic investigation is based on collocates in a corpus of Old Irish material that was compiled for my Master’s thesis. Additionally, place names that are attested in Old or Middle Irish are considered to gain a better understanding of the physical reality of the landscape features. This allows for the differentiation of terms that are given as (near) synonyms in the dictionary. For instance, tulach and cnocc are both defined as ‘hill, mound’ in the Electronic Dictionary of the Irish Language; however, tulach appears to be larger than cnocc, and cnocc has a potential for supernatural occurrences that is absent in tulach. The terms can thus be read as tulach ‘hill’ and cnocc ‘(potentially supernatural) mound’.\r\n\r\n\r\nBibliography:\r\n“An Electronic Dictionary of the Irish Language.” 2019. EDIL. Dublin: Royal Irish Academy. 2019. http://dil.ie/ (Last Accessed 19.08.2022).\r\n\r\nMac Mathúna, Liam. 1988. “Old Irish Heights and Word-Field Potential.” Studia Hibernica 24 (1): 29-50. ","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Historical Linguistics","abstract":"This study presents the semantic differentiation of Old Irish terms for elevated landscape features. The study combines methods and evidence from corpus lingusitics and place name research in order to identify semantic diffferences between (near) synonyms.","speakers":[{"guid":"2c8cf57a-d10d-50f6-baf9-da7d41e4778f","id":742,"image":"/system/people/avatars/000/000/742/original/IMG_20210813_174835.jpg?1649435353","name":"Rebecca Madlener","public_name":"Rebecca Madlener","email":"rebeccavictoria.madlener.1293@student.uu.se","abstract":"I am a Masters student in General Linguistics at Uppsala University. I am particularly interest in medieval languages, Celtic languages, semantics and semantic changes. I am currently working on my Masters thesis which investigates the semantic categorization of Old Irish landscape vocabulary.","description":null,"links":[]}],"start_time":"2022-11-03T14:15:00.000+01:00","end_time":"2022-11-03T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":909,"guid":"b4611c07-5d74-4a27-aff4-758ba3ed88ed","title":"High Valyrian ","language":"en","subtitle":"Greenberg’s (1966) Universals and Chomsky’s (1981) Binding Theory","description":"72. StuTS Hamburg 2022\t\tJannis Schwarzbach\r\njannis.schwarzbach@studium.uni-hamburg.de\t\tUniversity of Hamburg\r\n\r\n\r\nHigh Valyrian - Greenberg’s (1966) Universals and Chomsky’s (1981) Binding Theory\r\n\r\nGreenberg (1966: 110-113) names 45 language universals for natural languages which - as language universals in general (Comrie 1989: 19) - can be categorized into absolute universals (1b) and tendencies (1a). Following Comrie (1989: 17), a second distinction must be made: Implicational universals imply that ‘a given property must, or can only, be present if some other property is also present’ (1a) whereas non-implicational universals apply independently to any other property (1b).\r\n \r\n(1)\ta. Universal 1: ‘In declarative sentences with nominal subject and object, the order is almost always one in which the subject precedes the object.’ \r\n                                                        (Greenberg 1966: 110)\r\nb. Universal 36: ‘A language never has more gender categories in nonsingular [sic!] than in singular.’\r\n\t\t\t\t\t\t\t(Greenberg 1966: 112)\r\n\r\nChomsky (1981) proposes the Binding Theory (2).\r\n\r\n(2)\tBinding Theory\r\nPrinciple A\r\nAn anaphor must be bound in its governing category.\r\nThe term anaphor covers reflexives and reciprocals.\r\nPrinciple B\r\nA pronoun must be free in its governing category.\r\nPrinciple C\r\nAn R-expression must be free everywhere.\r\n\t\t\t\t\t\t(Haegeman 1994: 240)\r\n\r\nAnalysing High Valyrian, I hypothesize that\r\na. as an artificial language, High Valyrian violates at least some of the universals 1, 3, 4, and 5 – relating to the Basic Order Typology –, and the morphological universals 29, 31, 32, 34, 36, and 38 proposed by Greenberg (1966) for natural languages.\r\nb. as a human language, High Valyrian is in conformity with the principles of Chomsky’s (1981) Binding Theory.\r\n\r\nReferences:\r\nChomsky, Noam. 1981. Lectures on Government and Binding. Dordrecht: Foris.\r\nComrie, Bernard. 1989, 2nd Edition. Language Universals and Linguistic Typology – Morphology and Syntax. Oxford: Blackwell. \r\nGreenberg, Joseph. 1966, 2nd Edition. ‘Some Universals of Grammar with Particular Reference to the Order of Meaningful Elements’. In: Greenberg, Joseph (ed.), Universals of Language, 110-113.  Cambridge, MA: M.I.T. Press. \r\nHaegeman, Liliane. 1994, 2nd Edition. Introduction to Government \u0026 Binding Theory. Oxford \u0026 Cambridge: Blackwell.\r\n","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"High Valyrian - Greenberg’s (1966) Universals and Chomsky’s (1981) Binding Theory\r\n\r\nGreenberg (1966: 110-113) names 45 language universals for natural languages which - as language universals in general (Comrie 1989: 19) - can be categorized into absolute universals (1b) and tendencies (1a). Following Comrie (1989: 17), a second distinction must be made: Implicational universals imply that ‘a given property must, or can only, be present if some other property is also present (1a) whereas non-implicational universals apply independently to any other property (1b).\r\n \r\n(1)\ta. Universal 1: ‘In declarative sentences with nominal subject and object, the order is almost always one in which the subject precedes the object.’ \r\n                                                        (Greenberg 1966: 110)\r\nb. Universal 36: ‘A language never has more gender categories in nonsingular [sic!] than in singular.’\r\n\t\t\t\t\t\t\t(Greenberg 1966: 112)\r\n\r\nChomsky (1981) proposes the Binding Theory (2).\r\n\r\n(2)\tBinding Theory\r\nPrinciple A\r\nAn anaphor must be bound in its governing category.\r\nThe term anaphor covers reflexives and reciprocals.\r\nPrinciple B\r\nA pronoun must be free in its governing category.\r\nPrinciple C\r\nAn R-expression must be free everywhere.\r\n\t\t\t\t\t\t(Haegeman 1994: 240)\r\n\r\nAnalysing High Valyrian, I hypothesize that\r\na. as an artificial language, High Valyrian violates at least some of the universals 1, 3, 4, and 5 – relating to the Basic Order Typology –, and the morphological universals 29, 31, 32, 34, 36, and 38 proposed by Greenberg (1966) for natural languages.\r\nb. as a human language, High Valyrian is in conformity with the principles of Chomsky’s (1981) Binding Theory.\r\n","speakers":[{"guid":"7cef50c8-8a5a-5112-8857-70de2c19baa2","id":826,"image":null,"name":"Jannis Schwarzbach","public_name":"Jannis Schwarzbach","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T10:15:00.000+01:00","end_time":"2022-11-04T10:45:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":942,"guid":"180d52f5-b55c-4674-90f7-6b24478bc51c","title":"Informal language features in students’ argumentative essays in L2 French","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Applied Linguistics ","abstract":"In this talk I will focus on the transfer of language features from informal conversational language to the written texts of students of French language at the Faculty of Philology in Belgrade. The purpose of this research is to identify the language features that do not belong to the academic register but are nevertheless present in students’ written production. The informal language features were selected from the lists proposed by different authors and adapted to the nature of the French language in which the texts were written. After the analysis of the use and distribution of these informal language features in argumentative students’ essays, it was found that students, as beginners in academic writing, use various features of conversational language in their essays due to insufficient mastery of the academic register, such as the use of personal and possessive pronouns referring to the author and the reader, the explicit expression of personal opinion, the use of vague quantifiers and words, incomplete sentences, sentences beginning with conjunctions, direct questions as well as other features that are primarily related to spoken language. It is likely that the use of these features is not only the result of the transfer from the closest and most familiar register to the students but also the consequence of explicit instructions from teachers and suggestions from textbooks and manuals used in foreign language teaching.","speakers":[{"guid":"53e6de51-09c5-53af-8701-2a9d7c71f6ef","id":852,"image":null,"name":"Emilija Milojević","public_name":"Emilija Milojević","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T11:15:00.000+01:00","end_time":"2022-11-04T11:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":907,"guid":"b9c2f318-7989-48e1-9ae4-b0ae7bbf917a","title":"Instrumentalisierung von Zitaten","language":"de","subtitle":"Inwiefern können Zitate fehlschlagen und in welchen Fällen kann man dabei von Lügen sprechen?","description":"Insbesondere während lebhafter Debatten werden häufig Zitate verschiedenster Personen als Argumente hervorgebracht. Bezogen hierauf stellt sich die Frage, inwiefern und zu welchen Zwecken Zitate instumentalisiert werden und in welchen Fällen man dabei von Lügen sprechen kann. Zuerst wird das von Corona-Verharmloser*innen hervorgebrachte Zitat des Chefarztes Clemens Wendtner untersucht. Anschließend wird ein Zitat, das der damaligen Kanzlerkandidatin Annalena Baerbock zugeschrieben wurde, was diese jedoch nie geäußert hatte, analysiert. In einem abschließenden Resümee werden die Problematiken solcher Zitate aufgeführt.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Theoretical Linguistics","abstract":"Anhand zweier praktischer Fälle wird untersucht, wann Zitate fehlschlagen und inwiefern man dabei von Lügen sprechen kann.","speakers":[{"guid":"8555ef9b-38a1-5e21-896f-a55658b8826d","id":830,"image":"/system/people/avatars/000/000/830/original/Bild.jpeg?1664009545","name":"Miriam Schiele","public_name":"Miriam Schiele","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:45:00.000+01:00","end_time":"2022-11-05T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 3034","id":124}},{"id":913,"guid":"2087abf9-0e99-4a61-b24e-dc6d1ceba16f","title":"Interaktionale Diskursanalyse und Ethnografie in der empirischen Unterrichtsforschung","language":"de","subtitle":"Ein Vorschlag für einen ganzheitlichen Zugang zu Feld und Analyse","description":"Bei der interaktionalen Diskursanalyse handelt es sich um einen gesprächsanalytisch beeinflussten Ansatz, dem es durch rekonstruktives und ethnomethodologisches Vorgehen gelingt, soziale Tatsachen zu erkennen, die sich in den Interaktionsprozessen manifestieren, da er annimmt, dass die meisten Aktivitäten gesellschaftlichen Zusammenlebens sprachlich und „im Rahmen diskursiver Praktiken“ geschehen (vgl. Quasthoff, Heller \u0026 Morek 2021: 23-24). Diese Annahme stimmt mit linguistisch geprägten Formen der Ethnografie überein, die ebenfalls davon ausgeht, dass „[m]eaning takes shape within specific social relations, interactional histories and institutional regimes, produced and construed by agents with expectations and repertoires“ (Rampton 2007: 585). Sprache und Sprechen wird in ethnografischen Vorgehensweisen niemals als kontextloses Phänomen wahrgenommen (vgl. Blommaert \u0026 Jie 2010: 7), sondern als integraler Bestandteil des Selbst und der Positionierung des Selbst in allen gesellschaftlichen Umgebungen (vgl. Rampton 2007: 585), so auch in der Schule, die Kinder in der Entwicklung ihres Selbst maßgeblich prägt. Ein analytisches Vorgehen anhand der interaktionalen Diskursanalyse, die zu klassischen gesprächsanalytischen Ansätzen (vgl. Seedhouse 2005) die Situiertheit, Kontextgebundenheit und den institutionellen Charakter von Kommunikation stärker mitdenkt, ergänzt also neben den weitergehenden theoretischen Übereinstimmungen ein ethnografisch-epistemologisches Programm (vgl. Blommaert 2005) ideal.\r\nMein Beitrag ist ein Vorschlag für die Analyse mehrsprachiger Klassenzimmer mit besonderem Fokus auf den Fremdsprachenunterricht, in dem die Unterrichtssprache unter anderem die Zweitsprache für viele Schüler:innen darstellt. So möchte ich zeigen, dass ein ganzheitlicher Zugang zum Feld wie auch in der Analyse essentiell für die Problemlösung ist.\r\n\r\nLiteratur\r\nBlommaert, Jan. 2005. Bourdieu the ethnographer: the ethnographic grounding of habitus and voice. The translator 11(2). 219–236. \r\nBlommaert, Jan \u0026 Dong Jie. 2010. Ethnographic fieldwork: A beginner’s guide. Buffalo Bristol: Multilingual Matters.\r\nHymes, Dell. 1977. Foundations in sociolinguistics: an ethnographic approach. London: Tavistock. \r\nQuasthoff, Uta. 2021. Methodische Überlegungen zur Datenbasis in der Interaktionalen Diskursanalyse: Grundlegendes zur Erhebung von Stichproben und Korpora. In Uta Quasthoff, Vivien Heller \u0026 Miriam Morek (Hgg.), Diskurserwerb in Familie, Peergroup und Unterricht: Passungen und Teilhabechancen. 43–76. Berlin \u0026 Boston: De Gruyter.\r\nQuasthoff, Uta, Vivien Heller \u0026 Miriam Morek. 2021. Diskurskompetenz und diskursive Partizipation als Schlüssel zur Teilhabe an Bildungsprozessen: Grundlegende Konzepte und Untersuchungslinien. In Uta Quasthoff, Vivien Heller \u0026 Miriam Morek (Hgg.), Diskurserwerb in Familie, Peergroup und Unterricht: Passungen und Teilhabechancen. 13–34. Berlin \u0026 Boston: De Gruyter.\r\nRampton, Ben. 2007. Neo-Hymesian linguistic ethnography in the United Kingdom. Journal of Sociolinguistics 11(5). 584–607. \r\nSeedhouse, Paul. 2005. Conversation Analysis and language learning. Language Teaching 38(4). 165–187.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":"Gelebte Mehrsprachigkeit im Klassenzimmer stellt ein Thema fortwährender gesellschaftlicher Relevanz dar. Kinder haben unterschiedliche und unterschiedlich viele Erstsprachen, die nicht unbedingt mit der Unterrichtssprache übereinstimmen müssen. Besonders im Fall des Fremdsprachenunterrichts kann ein zusätzlicher Aspekt der Komplexität zur Dynamik hinzukommen.\r\nWie lässt sich an Dynamiken dieser Art sprachwissenschaftlich herantreten? Wie kann man solche mehrsprachigen Situationen verstehen, ohne sie zu simplifizieren? Wie kann man Herausforderungen und Probleme, die in derartigen Settings entstehen, ganzheitlich fassen und sinnvolle Lösungsvorschläge finden? Inwiefern kann die Angewandte Linguistik überhaupt einen Beitrag leisten, um solchen Tatsachen analytisch gerecht zu werden? Mit meiner Präsentation möchte ich eine Antwort für diese Fragen bieten und für einen ethnografischen Ansatz (vgl. etwa Hymes 1977) plädieren. Zudem wird illustriert, wieso die Kombination mit der interaktionalen Diskursanalyse (vgl. etwa Quasthoff 2021) eine logische Symbiose für den Kontext von Unterrichtsforschung ist.","speakers":[{"guid":"eda50bfe-8b14-59d8-995f-19f012c048a9","id":636,"image":"/system/people/avatars/000/000/636/original/IMG_2848.JPG?1637203649","name":"Laura Levstock","public_name":"Laura Levstock","email":"laura.levstock@univie.ac.at","abstract":"BA in Romance Studies (Focus: French) and in Linguistics (Focus: Applied Linguistics). Currently finishing up my MA in Applied Linguistics (Focus: Sociolinguistics and Discourse Studies) - all at the University of Vienna. \r\nTeam member of the association of emerging linguists. ","description":null,"links":[{"url":"https://twitter.com/lauraxlev","title":"Twitter"},{"url":"https://www.instagram.com/lauraxlev/","title":"Instagram"}]}],"start_time":"2022-11-05T10:45:00.000+01:00","end_time":"2022-11-05T11:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":918,"guid":"ebdf64c7-2c4a-4be3-bbc0-8ba85744d53a","title":"Just take a stance","language":"de","subtitle":" Zum Zusammenhang zwischen Stancetaking und Patchwork-Identität","description":"\u003cp\u003eDa die Bewertung von komplexen Sachverhalten, und somit die Stancetaking, durch Wechselbeziehungen realisiert wurde, ist das nicht unbedingt ein geschlossener Prozess. Im Gegenteil, ein Akt von Positionierung kann auch im Sinne von kontinuierlicher Bestrebung nach einem Ergebniss betrachten werden, wobei selbst der Prozess von gro\u0026szlig;er Bedeutung ist. Dementsprechend kann auch die Identit\u0026auml;tsarbeit aus keinen abgeschlossenen Handlungen bestehen, weil die Identit\u0026auml;tsrollen, und deren Verwirklichung, nur als bestimmte Stufen im Laufe der Identit\u0026auml;tsentwicklung existieren. Dar\u0026uuml;ber hinaus bleibt es unklar, welches von beiden Ph\u0026auml;nomenen (Stancetaking oder von Individuen gezielte Koh\u0026auml;renz) die allgemeine Grenzenlosigkeit verursacht. \u003c/p\u003e","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Neuro- and Psycholinguistics","abstract":"\u003cp\u003eDie Identit\u0026auml;tsentwicklung in der modernen Gesellschaft erweist sich h\u0026auml;ufig als schwierig, weil neben der Multiplizit\u0026auml;t von Optionen und der Ambivalenz von sozialen Werten vorausgesetzt wird, dass die Individuen selbst flexibel bleiben und sich st\u0026auml;ndig zu neuen Erfordernissen anpassen. Dadurch entsteht die Frage, ob es einen bestimmten Mechanismus geben kann, der alle diese Anpassungen erm\u0026ouml;glicht und im Laufe des Gespr\u0026auml;chs nivelliert. W\u0026auml;hrend sich die Frage nach der prim\u0026auml;ren Rolle der Sprache in der Gesellschaft wom\u0026ouml;glich nie zweifelsfrei beantworten l\u0026auml;sst, r\u0026uuml;ckt der eigentliche Vorgang der Positionierung mithilfe der linguistischen Mittel zunehmend ins Interesse. Im Rahmen dieses Vortrags wurde in modifizierter Art und Weise auf das Stance-Konzept von John Du Bois (2007) zuru\u0026#776;ckgegriffen, und dessen Funktion in Bezug auf die Identit\u0026auml;tsarbeit analysiert. Dabei wurde die Theorie von Stancetaking mit dem Modell der Patchwork-Identit\u0026auml;t von Heiner Keupp (1999) in Verbindung gebracht. So wurde diskutiert, dass Positionierung und Identit\u0026auml;tsentwicklung miteinander wechselbezogen sind, was sich in der Interaktion widerspiegelt. Der Ausgangspunkt solcher Vorgehensweisen ist eine Auffassung von Stance als ein Medium zwischen den Akteursrollen des Individuums, die im menschlichen Kognitionssystem verankert sind, aber gleichzeitig durch den situativ erzeugten Stance ge\u0026auml;u\u0026szlig;ert werden k\u0026ouml;nnen. Das Modell erlaubt Patchwork-Identit\u0026auml;t zum Teil als ein dialogisches Konstrukt zu definieren, weil sowohl die Akteursrollen als auch Stance in der Interaktion konstruiert wurden.  In psycholinguistischen Studien wurde bislang kaum auf die Idee von Positionierung bzw. Stancetaking, als ein Au\u0026szlig;pr\u0026auml;gungsmittel f\u0026uuml;r Patchwork-Identit\u0026auml;t eingegangen. Trotzdem ist das Konzept von Stance in diesem Zusammenhang von gro\u0026szlig;er Relevanz, weil die individuelle Identit\u0026auml;tsarbeit dadurch exakter beschrieben werden kann. \u003c/p\u003e","speakers":[{"guid":"28bb8d6e-d1a8-53ec-a718-8c701d3f6a40","id":828,"image":"/system/people/avatars/000/000/828/original/IMAGE_2022-09-23_22_28_51.jpg?1663964969","name":"Diana Lepka","public_name":"Diana Lepka","email":"diana.lepka@campus.lmu.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T14:45:00.000+01:00","end_time":"2022-11-04T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 4099","id":117}},{"id":934,"guid":"2173f00f-e936-4380-a70b-b66ad57fc3a7","title":"Klingt dünn klein und schwer groß? ","language":"de","subtitle":"– Eine Untersuchung des größenlautsymbolischen Potentials von drei Adjektivpaaren in 20 Sprachen anhand ihrer Vokale","description":"Klingt klein genauso klein wie dünn? Klingt schwer größer als leicht? Könnte man die Bedeutung eines Adjektivs in einer fremden Sprache anhand seines Klangs erraten? Diese Fragen wären vor knapp 100 Jahren noch verneint worden, etwa durch Ferdinand de Saussure (1959: 68): „No one disputes the principle of the arbitrary nature of the sign“.\r\nHeute herrscht ein wachsender wissenschaftlicher Diskurs um das Gegenteil dieser Arbitrarität: Lautsymbolik, „the direct linkage between sound and meaning“ (Hinton et al. 1994: 1). Nicht nur für Onomatopöen, Interjektionen und Ideophone wird lautsymbolisches Potential festgestellt, sondern auch für den allgemeinen Wortschatz (Blasi et al. 2016, Sidhu et al. 2021, Winter \u0026 Perlman 2021). So wird Kleinheit mit dem Vokal /i/ und Größe mit den Vokalen /a/ und /o/ assoziiert (Ohala 1984).\r\nDie vorliegende Korpusstudie untersucht, wie weit Lautsymbolik der Größe semantisch gehen kann – kann nicht nur klein, sondern auch dünn klein klingen, oder können nur explizite Größenadjektive Größenlautsymbolik aufweisen? Dazu wird das größenlautsymbolische Potential von drei Adjektivpaaren aus 20 Sprachen und sechs Sprachfamilien, die sich explizit (groß/klein) bzw. im erweiterten Sinne (dick/dünn, schwer/leicht (Gewicht)) auf Größe beziehen, untersucht. Für jedes Adjektiv werden die semantische Dimension (L/S) und die absolute Anzahl der Vokale /i/ sowie /a, o/ erfasst und durch lineare Regressionen auf deren Korrelation untersucht.\r\nSignifikante Effekte wurden für alle Adjektivpaare als Gesamtkorpus sowohl für die große Dimension und die Vokale /a/ und /o/ als auch für die kleine Dimension und den Vokal /i/ festgestellt. Für die einzelnen Adjektivpaare wurde nur für groß/klein ein signifikanter Zusammenhang zwischen Dimension S und /i/ festgestellt. Dies könnte darauf hinweisen, dass nicht explizite Größenadjektive semantisch zu komplex sind, um Größenlautsymbolik aufzuweisen. Zudem stellen auch Blasi et al. (2016: 10820) zwar einen signifikanten Effekt zwischen klein und /i/ fest, nicht aber zwischen groß und /o/. Kleinheit ist möglicherweise lautsymbolisch stärker.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Phonetics and Phonology","abstract":"Korpusstudie, in der drei Adjektivpaare über 20 Sprachen aus sechs Sprachfamilien auf ihr größenlautsymbolisches Potential hinsichtlich ihrer Vokale untersucht werden.","speakers":[{"guid":"6374d4ab-acc9-55e3-970c-7c045c253623","id":846,"image":null,"name":"Melissa Ebert","public_name":"Melissa Ebert","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:15:00.000+01:00","end_time":"2022-11-05T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":885,"guid":"d3b5b422-dbe2-40e3-a9d3-ba813f221fe8","title":"Language Activism","language":"de","subtitle":"Eine Einführung in sprachlichen Ungehorsam","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":"So wie wirtschafts- oder gesundheitspolitische Entscheidungen uns im Alltag berühren, so geschieht dies auch durch politische Entscheidungen in Bezug auf Sprache oder Sprachen. Seien es Debatten ums Gendern oder eine inklusivere Sprache oder diskriminierende Regierungspolitik gegenüber minorisierten Gruppen oder sprachlichen Minoritäten, Sprachpolitik ist ein mächtiges und oft subtiles Werkzeug für die Beeinflussung und Kontrolle einer Identität und Kultur.\r\nAus der ganzen Welt erreichen uns Meldungen über bedrohte Sprachen, Einschränkungen von Sprachrechten für bestimmte Gruppen oder den Tod einer letzten Sprecher*in einer Sprache. Mit dem Erstarken von neoliberalen Kräften, die ohne Rücksicht auf immaterielle Kulturgüter, wie Sprache, sich in der Welt ausbreiten, spielt die Rolle der Sichtbarkeit und Hörbarkeit von minorisierten Gruppen eine immer größere Rolle, die es längst auf die politische Agenda einiger Staaten geschafft hat.\r\nDer Vortrag beschreibt eine theoretische Betrachtung von Language Activism und sprachlichem Ungehorsam aus soziolinguistischer Sicht. Für die Betrachtung dieses Gegenstand ist eine Auseinandersetzung mit der sprachlichen Ökologie (Language Ecology) nach Mühlhäusler eines bestimmten Settings grundlegend, ebenso wie eine theoretische Betrachtung des Themas Sprachpolitik und Sprache in der Politik. Zusätzlich soll ein wichtiges Augenmerk auf die Domäne oder den Modus und noch viel wichtiger auf die Akteur*innen gesetzt werden. Dies soll an einem ausgewählten Beispiel genauer beleuchtet werden.","speakers":[{"guid":"b84a12ce-c9bb-5a95-bf98-bd51561aba49","id":808,"image":"/system/people/avatars/000/000/808/original/Foto_Leon_Grausam.jpeg?1662729697","name":"Leon Grausam","public_name":"Leon Grausam","email":"lgrausam@uni-bremen.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T15:15:00.000+01:00","end_time":"2022-11-05T15:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":939,"guid":"c043acf6-3142-48c8-95c5-e6f4235e0060","title":"Lass uns den Fokus auf die mündliche Kommunikation verschieben","language":"de","subtitle":"Eine Analyse der gesprochenen Sprache und ihrer Verwendung im DaF-Unterricht","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Theoretical Linguistics","abstract":"Es ist allgemein bekannt, dass das Erlernen einer Fremdsprache die Entwicklung mehrerer Fähigkeiten erfordert: Schreiben, Hören und Sprechen. Wenn man jedoch im DaF-Unterricht und allgemein im Fremdsprachenunterricht genau hinschaut, lag und liegt der Schwerpunkt auf den grammatikalischen Regeln der schriftlichen Sprache, die den Lernenden zuerst beigebracht werden. Dieser Ansatz bedeutet jedoch eine starke Vernachlässigung der so genannten gesprochenen Sprache und all dessen, was sich daraus entwickelt (Umgangssprache, Jugendsprache, Dialekte, Redewendungen...). Die mündliche Kommunikation unterscheidet sich in der Tat von der schriftlichen Kommunikation und verfügt daher über ein System von Regeln und grammatikalischen Strukturen, die sich von den Regeln unterscheiden, die üblicherweise beim Erlernen einer Fremdsprache vermittelt werden. In der letzten Zeit hat die Zahl der Studien zur gesprochenen Sprache und zur Analyse authentischer Gespräche ständig zugenommen. Der Unterricht der gesprochenen Sprache und ihre Regeln wird in den DaF-Unterricht integriert, allerdings nur, wenn die Lernenden ein fortgeschrittenes Sprachniveau erreicht haben; die gesprochene Sprache und ihre Strukturen werden in der Regel im Unterricht nicht vor dem C1-Niveau eingeführt. Trotz der Tatsache, dass sich die Struktur von Sprachkursen heute stark verbessert hat, da man begonnen hat, neben der schriftlichen Grammatik auch andere Aspekte in den Vordergrund zu stellen, bin ich der Meinung, dass die Einführung und der Unterricht der gesprochenen Sprache immer noch nicht völlig ausreichend ist und aus verschiedenen Gründen häufig vernachlässigt wird. In diesem Vortrag möchte ich analysieren, was gesprochene Sprache eigentlich ist, welche Eigenschaften sie aufweist, welche syntaktische Regeln benutzt man in der gesprochene Sprache und erläutern, warum und wie das Studium der mündlichen Sprache ein integraler Bestandteil des DaF-Unterrichts sein sollte. ","speakers":[{"guid":"b0d5f448-dce1-508c-b559-53f80ad6da73","id":843,"image":null,"name":"Beatrice ","public_name":"Beatrice ","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:45:00.000+01:00","end_time":"2022-11-05T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":868,"guid":"1f56294d-66ae-4bcc-b204-6c204e55362b","title":"LaTeX Workshop","language":"en","subtitle":null,"description":"In this beginners’ workshop, we want to cover the basics of setting up your document to write a term paper or thesis in LATEX. Obviously, this includes a proper title page and tables of contents, figures and all your beautiful tables. We will look at sectioning, type setting, creating different types of lists and including symbols in your text. We will also introduce you to the perks of citing and creating automatic lists of references with LATEX. Beyond the type setting, however, we want to leave our focus open and therefore involve you, the participants, more and adapt our programme accordingly. In concrete terms, this means that you will set the focus on more specific topics and tell us what exactly you need for your LATEX project in a survey.\r\n\r\nPotentially relevant topics might include but are not limited to tables – the intricacies of combining rows and columns, labelling your tables for further reference in text –, following specific scientific writing standards (APA, MLA...), glosses based on the Leipzig Glossing Rules, syntactic trees, semantic formulae etc. Based on the survey results, we will have a look at what LATEX has to offer for your specific needs. At the end of the workshop, we will provide you with a template for writing term papers and theses, which contains everything covered in the workshop and which you can adjust to your own needs and your teachers’ requirements.","duration":3600,"time_slots":4,"logo":null,"type":"workshop","do_not_record":false,"track":null,"abstract":"Tired of relabelling all of your 150 examples manually every time you open your thesis document? Want to do it the right way and create your very own beautiful tables, write glosses without all the nerve-wracking formatting? Then hop on and join our workshop!","speakers":[{"guid":"392a5660-eef2-50dd-b5eb-d04278fe899d","id":6,"image":"/system/people/avatars/000/000/006/original/IMG_5750.jpg?1605563099","name":"Annika Schiefner","public_name":"Annika Schiefner","email":"annika.schiefner@junge-sprachwissenschaft.de","abstract":"I am a researcher in sign language linguistics at the University of Amsterdam, studying which factors aid children in learning a sign language in a virtual learning environment. At the same time, I am also writing up my PhD dissertation in the DFG-AHRC project \"From Icon to Abstraction\" at the University of Cologne in cooperation with the University of Birmingham. Here, I am studying how iconicity is used in silent gesture and sign by comparing gesture and sign data from Germany and the UK. I hold an M.A. in Language and Communication: Psycholinguistics from Radboud Univesity, Nijmegen, NL, and a B.A. in Language and Communication from the Philipps-Universität Marburg. I am also a board member of the Junge Sprachwissenschaft e.V.\r\n\r\nMy interests are in sign languages, psycholinguistic research methods and tools, statistics, and open science. My pronouns are she/her.","description":null,"links":[{"url":"https://www.junge-sprachwissenschaft.de/","title":"Junge Sprachwissenschaft e.V."},{"url":"https://twitter.com/AnniSchiefner","title":"Twitter"},{"url":"https://www.hf.uni-koeln.de/41194","title":"Uni Köln"}]},{"guid":"165bc04e-0c02-52a4-8997-4cb93451f1a6","id":296,"image":null,"name":"Sebastian Buchczyk","public_name":"Sebastian Buchczyk","email":"sebastian.buchczyk@junge-sprachwissenschaft.de","abstract":null,"description":null,"links":[]},{"guid":"b970d8cf-446f-5d5f-a0fe-73168384396c","id":299,"image":"/system/people/avatars/000/000/299/original/783296f1-fae7-4eaa-b1ff-1c502f53bf06.jpg?1600721761","name":"Nehir Aygül","public_name":"Nehir Aygül","email":"Ayguel@em.uni-frankfurt.de","abstract":"I am a PhD student at Goethe University. I was born and raised in Turkey and moved to Germany after obtaining my bachelor's degree in Linguistics. My primary research interests are in psycholinguistics, more particularly in the relationship between syntactic theory, processing and language production. I am currently working on quantifier scope processing in Turkish and German.","description":null,"links":[]}],"start_time":"2022-11-04T14:15:00.000+01:00","end_time":"2022-11-04T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":877,"guid":"57bb4c32-853c-45a5-a392-4236f3fb39f7","title":"Loneliness and Community","language":"en","subtitle":" A comparative analysis of the metaphorical concepts for loneliness and community in Russian and English Rock music of the 1980s/1990s","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Diverse","abstract":"My research project “A comparative analysis of the metaphorical concepts for loneliness and community in Russian and English Rock music of the 1980s/1990s” will deal with, as the title suggests, the concepts for loneliness and community in the two languages/countercultures. I have selected five alternative Rock bands per language which can be considered “spokesmen for that generation” and will compare the different source domains for the two concepts in the lyrics of those bands. I hope that my research will reflect the states that both cultures were in in the 80s/90s and thus show in how far the musicians were influenced by their contemporary generation and vice versa, as well as highlight the different conceptualizations of community and loneliness in an individualistic and a socialistic society.","speakers":[{"guid":"05b28d2a-ed44-5639-af94-fa614e52e5ea","id":800,"image":null,"name":"Alice Bogen","public_name":"Alice Bogen","email":"alice.bogen@emtp.online","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T08:45:00.000+01:00","end_time":"2022-11-04T09:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":908,"guid":"88e7012f-c002-4751-a8a9-7697a56b98ca","title":"Long, thin and flexible snakes and songs","language":"","subtitle":"The functions of classifiers in Mojeño (South-Arawak)","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"The system of classifiers in Amazonian languages is known for being typologically challenging in terms of the distinction between grammaticalized noun classes or gender systems and less grammaticalized classifier systems like, for instance, those of numeral classifiers in East Asian languages.\r\nEspecially Western Amazonian classifiers typically form multiple-classifier systems (Aikhenvald 2000), in which the same set of classifiers occurs in different loci. In this presentation, we are going to take a look at Mojeño, a group of two main varieties, spoken in the Bolivian Amazon. Mojeño has a set of about 30 classifiers which are mainly based on the shape and texture of objects and which can be suffixed to numerals, adjectives, nouns and verbs (Rose 2019). Since the use of these classifiers is not obligatory in most cases and since there is some variation in the assignment of nouns to certain classifiers they cannot be seen as an agreement device (ibid.). But what are they used for if they do not mark agreement? In this talk, we are going to explore the several functions of classifiers in Mojeño ranging from applicatives to discourse management.\r\n\r\nAIKHENVALD, A. Y. (2000): Classifiers: A Typology of Noun Categorization Devices. Oxford: Oxford University Press.\r\nROSE, FRANÇOISE (2019): ‘From classifiers to applicatives in Mojeño Trinitario: A new source for applicative markers.’ Linguistic Typology 23(3): 435-466.","speakers":[{"guid":"07ff1348-534b-5700-85d4-df46a4ee73f1","id":829,"image":null,"name":"Anita Obenaus","public_name":"Anita Obenaus","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T11:15:00.000+01:00","end_time":"2022-11-04T11:45:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":869,"guid":"0f715f43-faa7-4694-b90d-b6ac1e7f4d42","title":"Meeting ILLSA","language":"en","subtitle":null,"description":null,"duration":3600,"time_slots":4,"logo":"/system/events/logos/000/000/869/original/illsa_logo.png?1660153409","type":"meeting","do_not_record":false,"track":null,"abstract":null,"speakers":[],"start_time":"2022-11-05T11:00:00.000+01:00","end_time":"2022-11-05T12:00:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 3034","id":124}},{"id":867,"guid":"fb336607-14b1-4ca2-ae3f-2f62539ded3c","title":"Meeting Junge Sprachwissenschaft e.V.","language":"","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"meeting","do_not_record":false,"track":null,"abstract":null,"speakers":[{"guid":"b2124bfc-981a-5499-a977-2e7b5567b5a5","id":193,"image":"/system/people/avatars/000/000/193/original/IMG_3322.jpg?1571842325","name":"Victor Zimmermann","public_name":"Victor Zimmermann","email":"zimmermann@axtimhaus.eu","abstract":null,"description":null,"links":[{"url":"axtimhaus.eu","title":"Homepage"},{"url":"twitter.com/dieaxtimhaus","title":"Twitter"}]},{"guid":"ce992568-e923-588b-b05a-2265c0b4f88c","id":23,"image":"/system/people/avatars/000/000/023/original/frab_img.png?1556726685","name":"Maria Zielenbach","public_name":"Maria Zielenbach","abstract":"Maria Zielenbach studied General Linguistics at the University of Cologne. Her main research interests include language change (grammaticalization), typology and historical linguistics (Semitic Studies).  \u003cbr\u003e \r\n@dietweeterei on twitter","description":null,"links":[]},{"guid":"17be8134-3943-5143-a614-8a3550ef5752","id":236,"image":null,"name":"Marvin Martiny","public_name":"Marvin Martiny","email":"mmartiny@students.uni-mainz.de","abstract":null,"description":null,"links":[]},{"guid":"4cedf427-d4a0-509b-85f8-fa9d20652772","id":534,"image":"/system/people/avatars/000/000/534/original/DSCF9323_copy.jpg?1617356528","name":"Aaricia Herygers","public_name":"Aaricia Herygers","email":"aariciaherygers@gmail.com","abstract":"Linguist (MA) and Voice Technologist (MSc) with an interest in German and speech recognition.","description":null,"links":[{"url":"https://www.linkedin.com/in/aariciah/","title":"LinkedIn"}]},{"guid":"c686ac35-6b85-59ed-81df-6e8ed81c0234","id":791,"image":null,"name":"pauline.sander","public_name":"pauline.sander","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-03T16:00:00.000+01:00","end_time":"2022-11-03T16:30:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":943,"guid":"cf5f4ec0-0c5f-42f0-8107-41c709585b65","title":"Mehr Schein als Sein - Eine Perspektive auf Wortart und syntaktische Kategorie Adverb im Deutschen","language":"de","subtitle":null,"description":"Bußmann, Hadumod (Hg.) (2008): Lexikon der Sprachwissenschaft. 4., durchgesehene\r\nund ergänzte Auflage. Stuttgart: Kröner.\r\nCOSMAS I/II (1991-2021): ‚Corpus Search, Management and Analysis System‘.\r\nhttp://www.ids-mannheim.de/cosmas2/. Leibniz-Institut für Deutsche Sprache, Mannheim.\r\nCosta, J. (2004): A Multifactorial Approach to Adverb Placement: Assumptions, Facts, and\r\nProblems. In: Lingua: International Review of General Linguistics (Lingua) 114 (6). S. 711–753.\r\nDUDEN (2016). Die Grammatik: Unentbehrlich für richtiges Deutsch. 9.,\r\nvollständig überarbeitete und aktualisierte Auflage. Herausgegeben von Wöllstein, Angelika, Kathrin Kunkel-Razum, Franziska Münzberg \u0026 Saskia Ripp. Berlin: Dudenverlag.\r\nDürscheid, Christa (2012): Syntax. Grundlagen und Theorien. 6., aktualisierte Auflage.\r\nGöttingen, Bristol: Vandenhoeck \u0026 Ruprecht.\r\nEisenberg, Peter (2013): Grundriss der deutschen Grammatik. Der Satz. 3., überarb.\r\nAuflage. Stuttgart: Metzler.\r\nGeuder, Wilhelm (2019): Eine Art Wortart: Das Adverb im Deutschen. In: Zeitschrift für\r\nSprachwissenschaft, vol. 38, no. 2, 2019, pp. 191-241. Abrufbar unter: https://doi.org/10.1515/zfs-2019-2004 (am 24.06.2021)\r\ngrammis (Grammatisches Informationssystem): Adverb. In: Leibniz-Institut für Deutsche Sprache: \"Systematische Grammatik\". DOI: 10.14618/grammatiksystem. Abrufbar unter: https://grammis.ids-mannheim.de/systematische-grammatik/278 (am 27.06.2021)\r\ngrammis (Grammatisches Informationssystem): Adverbphrase. In: Leibniz-Institut für Deutsche Sprache: \"Propädeutische Grammatik. DOI: 10.14618/programm. Abrufbar unter: https://grammis.ids-mannheim.de/progr@mm/1653 (am 27.06.2021)\r\ngrammis (Grammatisches Informationssystem): Semantisch begründete Adverb-Subklassen. In: Leibniz-Institut für Deutsche Sprache: \"Propädeutische Grammatik. DOI: 10.14618/programm. Abrufbar unter: https://grammis.ids-mannheim.de/progr@mm/5278 (am 19.07.2021)\r\nHelbig, Gerhard \u0026 Buscha, Joachim (2000): Leitfaden der deutschen Grammatik.\r\nRechtschreibreform. Leipzig [u.a.]: Langenscheidt.\r\nHoffmann, Ludger (2009): Handbuch der deutschen Wortarten. Berlin: De Gruyter.\r\nKlenk, Ursula (2003): Generative Syntax. Tübingen: Narr.\r\n33\r\nKürschner, Wilfried (1996): Die Lehre des Grammatikers Dionysios (Dionysios Thrax,\r\nTékhne grammatiké – deutsch). In: Ancient grammar: Contents and contexts. Herausgegeben von Pierre Swiggers und Alfons Wouters. Leuven [u.a.]: Peeters. 177–215.\r\nKutscher, Anna (2015): Dissertation: Optimale Adverbpositionen an der Schnittstelle\r\nzwischen Semantik, Phonologie und Syntax. Eine empirische Untersuchung von Adverbien und ihrer Output-position in gesprochenem Deutsch. Bielefeld: PUB. Abrufbar unter: https://pub.uni-bielefeld.de/record/2902818 (am 27.06.2021)\r\nLehmann, Christian (ohne Jahr): Syntaktische Kategorien. Abrufbar unter:\r\nhttps://www.christianlehmann.eu/ling/lg_system/grammar/morph_syn/index.html?https://www.christianlehmann.eu/ling/lg_system/grammar/morph_syn/syntakt_kategorien.php (am 17.07.2021)\r\nLeibniz-Institut für Deutsche Sprache (2021): Deutsches Referenzkorpus / Archiv der\r\nKorpora geschriebener Gegenwartssprache 2021-I (Release vom 02.02.2021). Mannheim: Leibniz-Institut für Deutsche Sprache.\r\nLindqvist, Christer (1994): Zur Entstehung von Präpositionen im Deutschen und\r\nSchwedischen. Tübingen: Niemeyer.\r\nPittner, Karin \u0026 Berman, Judith (2007): Deutsche Syntax. Ein Arbeitsbuch. 2. Auflage.\r\nTübingen: Narr (Narr-Studienbücher).\r\nRamat, Paolo \u0026 Ricca, Davide (1994): Prototypical adverbs: On the scalarity/radiality of\r\nthe notion ADVERB. In: Revista di Linguistica 6: 289-326.\r\nRauh, Gisa (2011): Syntaktische Kategorien: Ihre Identifikation und Beschreibung in\r\nlinguistischen Theorien. Tübingen: Stauffenburg-Verlag.\r\nRauh, Gisa (2015): Adverbs as a linguistic category (?). In: Karin Pittner, Daniela Elsner \u0026\r\nFabian Barteld (eds.), Adverbs. Functional and diachronic aspects, 19–45. Amsterdam: Benjamins.\r\nSchwenk, Hans-Jörg (2015): Sind Adjektiv und Adverb verschiedene Wortarten?:\r\nDeutsche Wortarten im Visier. Frankfurt am Main; Bern; Wien [u.a.]: Lang.\r\nSternefeld, Wolfgang (2008): Syntax. (3 Bände, überarb. Aufl). Tübingen: Stauffenburg-\r\nVerlag.\r\nTelschow, Claudia (2014): Die Adjektiv-Adverb-Abgrenzung im Deutschen: Zu\r\ngrundlegenden Problemen der Wortartenforschung. Berlin [u.a.]: De Gruyter.\r\nZwicky, Arnold (1985): Clitics and particles. In: Language 61(2). 283–305.","duration":900,"time_slots":1,"logo":null,"type":"Poster","do_not_record":false,"track":"Theoretical Linguistics","abstract":"Es ist unumstritten, dass Adverbien eine Klasse höchst heterogener Elemente sind. Durch ihre ausprägte Vielfältigkeit entziehen sie sich vor allem dem Griff der germanistischen Sprachwissenschaft und bleiben im Deutschen eine Art Restklasse, von nicht anders zuordenbaren Elementen. Dennoch sind Adverbien als Wortart im Deutschen kaum wegzudenken und auch in der Syntax als syntaktische Kategorie, und davon abgeleitet als (Adverb-)Phrase, etabliert. Wie passt dies zusammen?\r\nDie vorliegende Arbeit zeigt auf Basis der Ergebnisse meiner Bachelorarbeit, dass die syntaktische Kategorie Adverb nicht durch syntaktische Merkmale gehalten werden kann, sondern fest an die Konzeption der Wortart Adverb gebunden ist. Weiter kann gezeigt werden, dass auch die Wortartenforschung keine zufriedenstellenden Distinktionsmerkmale für das Adverb präsentieren kann. Es lässt sich annehmen, dass das Adverb als Wortart bzw. syntaktische Kategorie in seiner bestehenden Form für die deutsche Sprache nicht haltbar ist. Die Relevanz einer Diskussion um die Rechtfertigung der Wortart und syntaktischen Kategorie Adverb, für die Beschreibung des Deutschen, kann als längst überfällig bezeichnet werden und soll mit der vorliegenden Arbeit begründet werden.","speakers":[{"guid":"20e88493-25ba-56cf-8355-ac6a4b753c42","id":853,"image":null,"name":"Kim Leidecker","public_name":"Kim Leidecker","email":"kmleidi@online.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T14:15:00.000+01:00","end_time":"2022-11-04T14:30:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":870,"guid":"23795c87-87b4-4668-966f-00f525b9c762","title":"Non-native pre- and early-service English teacher’s perceptions of neopronouns in both English and their native language: Argentina and Germany","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":"/system/events/logos/000/000/870/original/stuts.png?1667544723","type":"lecture","do_not_record":false,"track":"Diverse","abstract":"The use of gender-neutral language, with all the different strategies that it entails, has been widely discussed not only in academic settings, but also in everyday life. It is definitely a heated topic in many countries, regardless of their language. However, most research on this topic has Focused on L1 speakers’ use of the language, whereas LX speakers have been completely disregarded or had a secondary role. This talk will discuss how the use singular they and neopronouns in English is perceived by non-native pre-service and early-service English as a Foreign Language (EFL) teachers in Germany and Argentina. It will also look into how they perceive similar structures in their own language, and compare how entrenched these forms are in their linguistic repertoire. Based on their acceptability judgements of English, German and Spanish sentences, as well as on their justifications of their judgements, it is possible to see if there is a difference in how they judge the acceptability of gender-neutral or non-binary forms in both pairs of languages (English-German and English-Spanish). A qualitative analysis of their justifications provides some valuable insight into EFL teachers’ knowledge and acceptance of gender-neutral forms in both their L1 and English as well as their willingness to teach these forms in class.","speakers":[{"guid":"f68b58e9-5a58-58ab-a55d-ac2a3ccb8263","id":794,"image":"/system/people/avatars/000/000/794/original/1AIS1_QiABW.jpg?1667311043","name":"Sol Tovar","public_name":"Sol Tovar","email":"Sol.Tovar@stud.uni-regensburg.de","abstract":"I hold a diploma as an EFL teacher from Universidad Nacional de Mar del Plata and I am currently working towards my MA thesis at Universität Regensburg. My research interests include morphosyntax, pragmatics and sociolinguistics (and the intersection of them). Currently working as a research assistant at a start-up company, doing some research on speech biomarkers and learning a lot about clinical linguistics. ","description":null,"links":[{"url":"https://twitter.com/soltovar","title":"Twitter"},{"url":"https://www.linkedin.com/in/soltovar/","title":"LinkedIn"}]}],"start_time":"2022-11-04T08:15:00.000+01:00","end_time":"2022-11-04T08:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":919,"guid":"bb82aca5-d9e7-47e5-99fe-6820259db253","title":"Nouny on the outside, verby on the inside: die Morphosyntax baskischer Verbalnomen","language":"de","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"Verbalnomen sind eine infinite Verbform mit nominalen Eigenschaften, die im Baskischen unter anderem für Komplement- und Adverbialsätze verwendet wird. Äußerlich verhalten sich baskische Verbalnomen wie Substantive: sie können in allen Kasus flektiert und mit Nominalphrasen koordiniert werden, lösen Verbkongruenz aus, erlauben bestimmte nominale Modifikatoren und können, wie es im Baskischen allgemein bei NPs der Fall ist, nur in sehr begrenzten Kontexten ohne Determinierer auftreten. Die innere Struktur der Verbalnomenphrase unterscheidet sich jedoch grundlegend von der einer Nominalphrase und entspricht in Bezug auf die Markierung und Wortstellung ihrer Konstituenten eher einer Verbalphrase.\r\nSolche Verbalnomen zeigen, dass ein Wort mehrere „Schichten“ von Wortarten enthalten kann: während der Verbstamm weiterhin als Kopf einer Verbalphrase fungiert, wandelt das Nominalisierungsmorphem das Wort nach außen hin in ein Substantiv um. Im Fall von baskischen Verbalnomen lässt sich jedoch beobachten, dass äußere Merkmale mit inneren korrelieren: Verbalnomen, die keinen Determinierer erhalten und keine nominale Modifikation erlauben, erlauben gleichzeitig im Inneren der Phrase kein overtes Subjekt und keine Tempusmarkierung, die Reduktion nominaler Eigenschaften geht also mit der Reduktion verbaler Eigenschaften einher. Das wirft die Frage auf, ob es sich dabei um Evidenz gegen die saubere Spaltung eines Verbalnomens in eine verbale und eine nominale Schicht handelt oder sich das Phänomen mit Faktoren erklären lässt, die beide Schichten gemeinsam betreffen.","speakers":[{"guid":"983377c9-ed05-5211-9242-7c57af730205","id":101,"image":null,"name":"Silvie Strauß","public_name":"Silvie Strauß","email":"silvie.strauss@web.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T10:45:00.000+01:00","end_time":"2022-11-04T11:15:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":873,"guid":"6b3a8e6c-98bc-4f7d-af0c-6a5d0bd49d59","title":"Persian-German speaking Iranians in Vienna: Migration and Language Attitudes","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":null,"speakers":[{"guid":"d451570b-61dc-5a48-8abf-516f1511d53f","id":795,"image":null,"name":"Mandana Piroozfar","public_name":"Mandana Piroozfar","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:15:00.000+01:00","end_time":"2022-11-05T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":892,"guid":"f326e0d6-3568-473a-ab7d-b9978d09a770","title":"Phonotactic patterns in L2 English","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Phonetics and Phonology","abstract":"This paper considers the acquisition of L2 English phonotactic patterns. It is argued that emerging phonotactic patterns from the L1, which are associated with an ongoing sound change, impact the acquisition of L2 forms (Pater \u0026 Tessier 2006). This study is based on an emerging sound pattern involving word-final stop + sibilant clusters ([Cs]) of regular plural forms in Brazilian Portuguese (BP): [duks] ~ [ˈdu.kis] ‘duke(s)’ or [klubs] ~ [ˈklu.bis] ‘club(s)’, where a high front vowel [i] may or may not be pronounced between both consonants (Soares 2016). In BP, only voiceless sibilants occur word-finally, whereas in English voiceless and voiced sibilants occur: [kæts] ‘cats’ or [klʌbz] ‘clubs’. The prediction was that [Cs] would be prevalent in L2 as it is the most common pattern in the L1, whereas word-final voiced sibilants would occur at low rates. Data were examined from 20 Brazilian Portuguese speakers with either novice or advanced levels of L2 English. A set of 36 plural nouns ending in [Cs] clusters were considered for both BP and L2 English. Results showed that when the noun ends in a voiceless consonant, a final [Cs] occurred for the vast majority of cases: [kæts] 'cats'. However, in nouns ending in a voiced consonant, as in [klʌb] 'club', a high rate of [Cs] ~ [Cis] alternation was observed: *[klʌbs] ~ *[ˈklʌbis]. Moreover, statistical analysis showed that factors such as orthographic pattern, following phonetic environment, cluster type and L2 proficiency level influence the production of accurate [Cs] forms. Analysis is mainly grounded on the assumptions of the Exemplars Theory (BYBEE, 2008).","speakers":[{"guid":"265f81c9-d42d-55d1-bdc2-6d25d22cc1dd","id":336,"image":"/system/people/avatars/000/000/336/original/avatar3.PNG?1602015320","name":"Wellington Mendes","public_name":"Wellington Mendes","email":"wellington.matt@gmail.com","abstract":"Wellington Mendes is a researcher at the Federal Center for Technological Education of Minas Gerais (CEFET-MG), Brazil. He holds a Master’s degree in Theoretical and Descriptive Linguistics from the Federal University of Minas Gerais. His dissertation contributed to the understanding of the phonological phenomenon of tap lenition. He is certified in both Teaching English as a Foreign Language by the University of Toronto and in English Language Teaching by the Federal University of Minas Gerais.","description":null,"links":[]}],"start_time":"2022-11-05T15:15:00.000+01:00","end_time":"2022-11-05T15:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":959,"guid":"8dad5ab2-ab50-4b6a-9c94-3b925c3381fc","title":"Plenarvortrag: Júlio Matias","language":"de","subtitle":null,"description":null,"duration":3600,"time_slots":4,"logo":null,"type":"","do_not_record":false,"track":null,"abstract":null,"speakers":[],"start_time":"2022-11-04T17:00:00.000+01:00","end_time":"2022-11-04T18:00:00.000+01:00","room":{"name":"Wiwi-Bunker —Lecture Hall A","id":113}},{"id":956,"guid":"df7e1e32-01b5-41fe-84d8-e8bff4e6ced6","title":"Plenary event: Meet the teams and conferences ","language":"","subtitle":null,"description":null,"duration":5400,"time_slots":6,"logo":null,"type":"","do_not_record":false,"track":null,"abstract":null,"speakers":[],"start_time":"2022-11-03T18:15:00.000+01:00","end_time":"2022-11-03T19:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Lecture Hall A","id":113}},{"id":958,"guid":"a333d914-6ac2-4d20-b561-db0bd853543d","title":"Plenary talk: Hellen Vergoossen: How does eye tracking make your research better","language":"en","subtitle":null,"description":null,"duration":3600,"time_slots":4,"logo":null,"type":"","do_not_record":false,"track":null,"abstract":null,"speakers":[],"start_time":"2022-11-04T16:00:00.000+01:00","end_time":"2022-11-04T17:00:00.000+01:00","room":{"name":"Wiwi-Bunker —Lecture Hall A","id":113}},{"id":960,"guid":"7502d9a0-5909-4604-98f2-9a78a3fcbad1","title":"Plenary talk: The syntax of swear words in Brazilian Portuguese","language":"","subtitle":null,"description":null,"duration":3600,"time_slots":4,"logo":null,"type":"","do_not_record":false,"track":null,"abstract":null,"speakers":[],"start_time":"2022-11-05T16:00:00.000+01:00","end_time":"2022-11-05T17:00:00.000+01:00","room":{"name":"Wiwi-Bunker —Lecture Hall A","id":113}},{"id":911,"guid":"c18d0494-b886-4310-86ba-d6c0990a48c0","title":"Poster: English Accents in Derry Girls","language":"en","subtitle":" Examining Derry English and Estuary English ","description":null,"duration":900,"time_slots":1,"logo":null,"type":"lightning_talk","do_not_record":false,"track":"Phonetics and Phonology","abstract":"This poster is about the findings of a term paper for which I examined accents in the TV series Derry Girls: The character Michelle’s Derry English and the character James’ Estuary English. I started the paper with a theory part by determining the prominent features of each accent. Then, I examined whether Michelle and James actually speak in the accents I had speculatively assigned to them. For Michelle, I found the monophthongisation of diphthongs, the simplification of the consonant cluster -ing, the rising intonation in statements and the rhoticity of her accent very striking. I did not observe these features in James’ speech but I was able to place his accent in the south of England, with features like the/ʌ/ phoneme and long /ɑː/ in specific words. It is also not a conservative form of RP, exemplified by his display of Yod-Coalescence and L-Vocalisation. Both accents display T-Glottaling, however, Michelle does so in word-medial positions whilst James only glottalises in word-final positions. The last part of the term paper was about a survey I had conducted about the two accents, with questions regarding the understandability and (perceived) authenticity of each accent and whether people liked them or not. People found it easier to understand James and harder to understand Michelle. Both accents were rated as equally authentic and likeable, which shows that understandability does not seem to have an impact here. ","speakers":[{"guid":"89470dd7-4c6b-5e00-91ff-d1f0bbd14cdb","id":832,"image":null,"name":"Theresia Michel","public_name":"Theresia Michel","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T14:45:00.000+01:00","end_time":"2022-11-04T15:00:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":887,"guid":"b0ca2967-c688-490a-992e-3139f0698c8c","title":"Poster: Exploring semiotic repertoires in Afro-Surinamese speech communities","language":"en","subtitle":null,"description":null,"duration":900,"time_slots":1,"logo":null,"type":"lightning_talk","do_not_record":false,"track":"Sociolinguistics","abstract":"In more recent years, the multimodal nature of social interaction has become an important focus of current research in linguistics. This line of research acknowledges that human communication relies on various multimodal resources, highlighting that spoken language represents only one mode among many (Norris 2004: 2). Thus, speech and gesture share a complementary relation as they “interact with one another to create a precise and vivid understanding” (Kendon 2004: 174).\r\n\r\nWhile there has been a growing interest in the multimodal facets of meaning-making, semiotic repertoires of postcolonial societies remain a largely neglected research area (Mühleisen 2011: 116). Even fewer studies are concerned with the relationship between the embodied and multilingual practices used in these understudied cultural contexts.\r\n\r\nThe investigation presented here focuses on multimodal and multilingual resources in postcolonial Suriname. More specifically, the ethnographically informed study examines how embodied modes of communication interrelate with the multilingual sociolinguistic reality of Afro-Surinamese speech communities. The data stem from a three-month field research conducted in Paramaribo, Suriname in 2022, drawing on field notes, participant observation, natural video recordings and interviews.\r\n\r\nAltogether, this study provides new insights into interactional strategies, illustrating that speakers use diverse semiotic resources in different social situations and for various pragmatic ends.\r\n\r\nReferences\r\nNorris, S. 2004. Analyzing Multimodal Interaction: A Methodological Framework. NY: Routledge.\r\nKendon, A. 2004. Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press.\r\nMühleisen, S. 2011. “4. Pragmatics in Multilingual Language Situations”. In G. Andersen and K. Aijmer (eds.) Pragmatics of Society. Boston: De Gruyter. 115–134.","speakers":[{"guid":"02a24934-776d-5b1c-b2b0-23b8c4789f37","id":807,"image":null,"name":"Tatjana Schnellinger","public_name":"Tatjana Schnellinger","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T14:30:00.000+01:00","end_time":"2022-11-04T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":920,"guid":"00d656d2-185a-4be0-b1b8-d2283443f89d","title":" Poster: Language Death: Westernization","language":"en","subtitle":"American Indigenes language change: Why?","description":"How dose modern language colonization look like today? To answer this question, I will present to you the effect of westernization on indigenes languages in the Americas. Where I will look at how Spanish and English in the 21st century have led to language deaths around the central and northern Americas due to forced modern language colonization. We will observe economic and cultural aspects on how westernization effected language changes to new generation. \r\n\r\nOf the over 6,000 languages spoken throughout the world, 4,000 are spoken by Indigenes groups who are currently some of the most marginalized groups on the planet most likely to experience language endangerment or extinction. Current efforts in language preservation are no longer sufficient in the ever-growing vast colonization of the west in the 21st century’s globalization throughout the Americas. The west has indeed contributed to language protection like the Navajo; however, this method of language preservation is insufficient and costly and only allows a select few languages to be protected. Dorian, 1979 noticed in pidginization and creolization that correlated in language change and death created rivalries between the local language and the prestige language of that area (Dorian 2). A major cause of language death includes stigma, economics, and inequality that also affect the heritage of that culture lost through languages. The protection of these marginalized groups' cultural and linguistic history is just as important as other spoken languages. The study suggests that the west partaking in colonization in the Americas has created language stigma and economic disparity based on the prestige of western languages that has led to inequality to indigenes groups in the 21st century. How have western languages attributed to the marginalization of indigenous languages? As Language deaths increase in the Americas what are ways, we can preserve these marginalized languages? Is it too late to stop the de-stigmatizing of indigenous languages, and can we create a homogenous language acceptance?\r\n\r\n\r\n\r\nCitation \r\nDorian, N. C. (1978). The Fate of Morphological Complexity in Language Death: Evidence from East Sutherland Gaelic. Language, 54(3), 590–609. https://doi.org/10.2307/412788","duration":900,"time_slots":1,"logo":null,"type":"lightning_talk","do_not_record":false,"track":"Historical Linguistics","abstract":"How dose modern language colonization look like today? To answer this question, I will present on the effect of westernization on indigenes languages in the Americas. Where I will look at how Spanish and English in the 21st century have led to language deaths around the central and northern  Americas due to forced modern language colonization.  ","speakers":[{"guid":"77230014-2125-5139-9b42-e42462eb150d","id":835,"image":null,"name":"Norma Martinez","public_name":"Norma Martinez","email":"ncmart5500@ung,edu","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T14:15:00.000+01:00","end_time":"2022-11-04T14:30:00.000+01:00","room":{"name":"Only online","id":126}},{"id":949,"guid":"edb6d4cc-f635-47f7-970f-7eedbaa5c1e3","title":"Poster: Language in Colonial Contexts.","language":"en","subtitle":"A Qualitative Investigation of Colonial Influences on the Wounaan's (Lingustic) Life in Bogotá","description":"Following Maldonado-Torres (2007: 243) \"as modern subjects we breathe coloniality all the time and every day.\" Coloniality refers to a power matrix that developed from power structures installed in colonial times to regulate the relationship between colonized and colonizers and still does so today (Quijano 1992, 2007). Coloniality regulates different levels of social reality such as knowledge, gender, frontiers, aesthetics, power and language. Through this thesis, I describe how coloniality influences the Wounaan's (linguistic) life in Bogotá and how they created a decolonial space of resistance for themselves. I try to work decolonially by basing myself on indigenous methodologies (such as Smith 2012, Wilson 2001), and by using indigenous as well as occidental methods together. At the same time, occidental methods are questioned and reworked. Learning moments took place in Círculos de Palabras that were recorded and by means of participative observation/learning at the Casa de Pensamiento Wounaan and teamwork with a group of women which resulted in protocols. As an analysis method, I use the Discourse Historic Approach because both DHA and Coloniality research pay attention to context and historic aspects. The analysis should function as a point of departure for critique that should help to better the Cabildo's life if they wish so.","duration":900,"time_slots":1,"logo":null,"type":"lightning_talk","do_not_record":false,"track":"Sociolinguistics","abstract":"In this poster presentation, I will briefly address a qualitative investigation or learning process that took place this year in Bogotá with the Cabildo Wounaan-Nonám. I will talk briefly about my theoretical starting point (Colonialidad/Modernidad), methodological considerations as well as methods and tentative results: Coloniality is reproduced and produced by members of the Cabildo, but it also is a place of decolonial resistance.  ","speakers":[{"guid":"353cb112-079c-5a35-99ff-1344581c329b","id":577,"image":"/system/people/avatars/000/000/577/original/WhatsApp_Image_2022-09-30_at_19.33.43.jpeg?1666078535","name":"René Foidl","public_name":"René Foidl","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T15:30:00.000+01:00","end_time":"2022-11-04T15:45:00.000+01:00","room":{"name":"Only online","id":126}},{"id":903,"guid":"ad40ea7e-a9e6-49b4-9998-a2f03d7da4c0","title":"Poster: Meinen Senf Dazu Geben","language":"en","subtitle":null,"description":"Practices like kaffeeklatsch and sitting together at Biergarten tables are two examples of communicating while indulging in delicious meals. Wienerschnitzel and Apfelstrudel from Austria are classic dishes that are seen in Germany as well. ","duration":900,"time_slots":1,"logo":null,"type":"lightning_talk","do_not_record":false,"track":"Diverse","abstract":"I will be presenting a poster in detail that will compare the German linguistics to the culinary aspects of German culture. Food and communication link together citizens that build a cultural idea. For many centuries, German traditions are continued that enhance communication in communities. German speaking nations publicize certain dishes that spread the German language across the world. ","speakers":[{"guid":"f9770ec7-a5f7-56b7-bf71-ed57be40a938","id":824,"image":null,"name":"Jolie","public_name":"Jolie","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T14:45:00.000+01:00","end_time":"2022-11-04T15:00:00.000+01:00","room":{"name":"Only online","id":126}},{"id":893,"guid":"4cdff31f-7b60-4d72-8303-1b102459eb08","title":"Poster: Towards a linguistic consideration of technical documentation","language":"en","subtitle":"Compilation and analysis of a representative corpus","description":null,"duration":900,"time_slots":1,"logo":"/system/events/logos/000/000/893/original/Corpus_Logo.PNG?1667379151","type":"lightning_talk","do_not_record":false,"track":"Corpus Linguistics","abstract":"From the electric milk frother to the industrial bottling plant – each technical product must be accompanied by a technical document. Despite their significance and diversity, however, technical documents are underrepresented in linguistic research. This poster presentation summarises my M.A. thesis, in which I advocate for more linguistic consideration of this sub-genre. I review the types of technical documentation, design and compile a representative corpus, revisit existing claims about characteristics of the sub-genre and attempt to unearth new characteristics.","speakers":[{"guid":"191bae13-b6f1-5ff3-a715-e87dcd695938","id":815,"image":"/system/people/avatars/000/000/815/original/franziska-kropf.jpg?1663742127","name":"Franziska Kropf","public_name":"Franziska Kropf","email":"franziska.kropf@stud.uni-regensburg.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T14:30:00.000+01:00","end_time":"2022-11-04T14:45:00.000+01:00","room":{"name":"Only online","id":126}},{"id":912,"guid":"67b9cc17-45e7-41bc-9254-4124a377afb2","title":"Probabilistic reduction - The phonological maxim of Quantity?","language":"en","subtitle":null,"description":"Aylett, M., \u0026 Turk, A. (2004). The smooth signal redundancy hypothesis:\r\na functional explanation for relationships between redundancy, prosodic\r\nprominence, and duration in spontaneous speech. Language and speech,\r\n47 (Pt 1), 31–56. doi: 10.1177/00238309040470010201\r\n\r\nEnnever, T., Meakins, F., \u0026 Round, E. R. (2017). A replicable acoustic mea-\r\nsure of lenition and the nature of variability in gurindji stops. Laboratory\r\nPhonology, 8 (1).","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Phonetics and Phonology","abstract":"Many papers have repeatedly proven, that statistical properties, or probabilistic measures, of language affect the way we speak. Early mentions of frequency effects in language can be traced back to Arabic grammarians from the 8th century. This is a  phenomenon called probabilistic reduction. It refers to redundancy-based effects that cause acoustic reduction. For example, high frequency words tend to be acoustically reduced compared to words with a low frequency, because low frequency words are less familiar and their acoustic information therefore less redundant. This behaviour has also been observed at the syllable and segment level. Aylett \u0026 Turk 2004 and Ennever et al. 2017 respectively showed that the probabilistic measures of syllables and segments influence their duration, and consequently also the duration of the word they are a part of. What is unclear, however, is what happens when different levels make conflicting predictions for the duration of a word. When, for example, high frequency of a word predicts a reduced duration, but its syllables have a low frequency. This results in a competition between the levels, where it is unclear whether a certain level has more predictive power than another for determining word duration.By using a computational model to represent lexical processes, I model this competition between the levels to see whether each 'level' of a word contributes equally to its duration (reduction), or if there are differences in how the word, its syllables and segments contribute to it.","speakers":[{"guid":"6172eeda-e6da-50f2-90c8-42f3cc9891d7","id":831,"image":null,"name":"Anna Stein","public_name":"Anna Stein","email":"anste145@hhu.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:45:00.000+01:00","end_time":"2022-11-05T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":921,"guid":"01e864de-4b5a-4739-859f-c01443860081","title":"Referentielle Nullsubjekte und schwache Pronominalsubjekte im Leben des Protopopen Awwakum","language":"de","subtitle":null,"description":"Hinsichtlich der Subjektrealisierung lässt sich die Sprache von altrussischen Texten vor dem 15. Jh. als eine konsequente Nullsubjektsprache (NS-Sprache) charakterisieren: Normalerweise werden NS-e benutzt, während overte Pronominalsubjekte nur unter bestimmten syntaktischen oder semantisch-pragmatischen Bedingungen, z.B., Koordination mit anderen Subjekten oder Kontrast, vorkommen (vgl. Meyer 2011; Jung 2018; Madariaga 2018; 2022). Im Zeitraum vom 15. bis zum 17. Jh. ist aber eine Verbreitung von overten Pronominalsubjekten zuerst der 1. und der 2. Person (1-2P) und dann auch der 3P zu beobachten, deren Verwendung durch diese Bedingungen nicht motiviert ist (vgl. Borkovskij 1978; Meyer 2011). Schließlich stellen overte Pronominalsubjekte im gegenwärtigen Russischen die Basisoption dar, wobei referenzielle NS-e nur unter bestimmten Umständen auftreten (vgl. McShane 2009; Madariaga 2022), weshalb es u.a. von Roberts und Holmberg (2010) als eine partielle NS-Sprache eingestuft wird.\r\nIn der Forschungsliteratur werden unterschiedliche Erklärungen für diesen Wandel vorgeschlagen. Laut Meyer (2011) wurde er vom Wegfall der Auxiliare der 1-2P und somit der morphologischen Markierung der Person im Vergangenheitstempus verursacht. Dies habe zu einer „Verarmung“ („impoverishment“, vgl. Müller 2006) des Verbsystems geführt, was die Veränderung der Subjektrealisierungsmöglichkeiten im ganzen Sprachsystem bedingt habe (vgl. Meyer 2011). Laut Jung (2018) und Madariaga (2022) dagegen sei der Verlust der V-zu-T-Bewegung der Grund: Das Verb sei zu tief in der Struktur geblieben, um mit höheren Kategorien im T- und im C-Bereich interagieren zu können, wodurch der einheitliche Lizenzierungsmechanismus für NS-e weggefallen sei. Dabei behauptet Madariaga (2022), dass sich unter Einfluss von bestimmten Infinitivkonstruktionen sehr strikte Regeln für NS-Verwendung in eingebetteten Clauses entwickelt haben, woraus eine schnellere Verbreitung von schwachen Pronominalsubjekten in Nebensätzen resultiert habe. \r\nNeben der Entstehungszeit stellt das Register einen weiteren außersprachlichen Faktor dar, aufgrund dessen sich Subjektrealisierungsmuster in diversen Texten voneinander unterscheiden können. So weist Meyer (2011) darauf hin, dass schriftliche Texte, die sich nach der kirchenslawischen Tradition richten, stärker zu NS-en tendieren als die Texte ungefähr derselben Epoche, die der alltäglichen oder geschäftlichen Kommunikation dienen und näher an die volkssprachliche Sprachverwendung sind. \r\nDie vorliegende Arbeit verfolgt das Ziel, die Verteilung der referentiellen NS-e und schwachen Pronominalsubjekte im Leben des Protopopen Awwakum (Avvakum), einem altrussischen Denkmal des 17. Jh., zu untersuchen. Den Analysegegenstand bilden referenzielle Nominativsubjekte von finiten Sätzen im Indikativ und Konjunktiv. Die Fragestellung gliedert sich in zwei Teile. Als Erstes wird die Einwirkung der morphosyntaktischen Faktoren unter die Lupe genommen, die in der Forschungsliteratur mit dem Wandel des Russischen von einer konsequenten zu einer partiellen NS-Sprache in Verbindung gebracht werden. Basierend auf dem Forschungsstand wird hypothetisiert, dass der Anteil der schwachen Pronominalsubjekte in der 1-2P, in Nebensätzen sowie mit ausgelassenem Auxiliar höher ist als in der 3P, in Hauptsätzen und mit overtem Auxiliar. Die genannten Variablen werden separat untersucht.  \r\nDie zweite Phase der Analyse bezieht sich auf die registerbedingte sprachliche Variabilität, durch die sich Avvakum laut Sørensen (1957), Song (2003) und Zaliznjak (2008) charakterisiert. Dabei wird von der Annahme ausgegangen, dass sich verschiedene Register durch bestimmte Merkmale manifestieren: So werden mit dem schriftlichen, vom Kirchenslawischen geprägten Register des 17. Jh. Aorist- und Imperfektformen sowie enklitische Objektpronomina in Zusammenhang gebracht (vgl. Živov 1988, Zaliznjak 2008), während postpositive Demonstrativa laut Mendoza (2011) hauptsächlich in den vernakulären Teilen des Textes auftreten. Um zu überprüfen, ob es eine Verbindung zwischen Verteilung der NS-e und der schwachen Pronominalsubjekte in Avvakum und Register gibt, werden die entsprechenden Proportionen in Clauses, die die oben genannten Registermerkmale beinhalten, mit den Proportionen im ganzen Text verglichen. Da Meyer (2011) feststellt, dass NS-e in Avvakum dominieren, lässt sich vermuten, dass sie in beiden Registern sehr zahlreich sind, wobei es im schriftlichen, vom Kirchenslawischen geprägten Register deutlich weniger schwache Pronominalsubjekte gibt. Als Ergänzung wird ein Exkurs in Stilometrie unternommen, der versucht, Textteile zu identifizieren, die dem einen oder dem anderen Register zuzuschreiben sind. \r\nAls Ausgangsmaterial für die Untersuchung wird der vorverarbeitete Text aus der TOROT-Baumbank (Eckhoff und Berdicevskis 2015) verwendet. Dieser Text ist in Tokens und Clauses aufgeteilt und lemmatisiert sowie nach Wortarten, grammatischen Merkmalen und syntaktischen Dependenzrelationen annotiert. Im Rahmen dieser Arbeit wurde die Annotation der Informationsstruktur in INCEpTION (Klie et al. 2018) unternommen, anhand deren die für ihre Zielsetzung relevanten NS-e und Pronominalsubjekte identifiziert wurden. Zuerst wurden referentielle NS-e finiter Sätze von leeren Subjekten diverser infiniter und unpersönlicher Konstruktionen differenziert. Danach wurden diese und die Pronominalsubjekte von Indikativ- und Konjunktivsätzen nach Gegebenheit und Koreferenz annotiert, wofür das in Taylor und Pintzuk (2014) dargestellte Pentaset-Schema benutzt wurde. Darüber hinaus wurde für jede Clause ihre wahrscheinlichste Topik-Fokus-Struktur basierend auf den Ansätzen von Frascarelli (2007) und Krifka (2008) bestimmt. Somit wurde zwischen VP-Fokus, minimalem Fokus, maximalem Fokus, kontrastivem Topik, Aboutness-Shift-Topik, bekanntem Topik und Hintergrund unterschieden. Als schwache Subjekte wurden bekannte Topiks und Hintergrundelemente betrachtet. Schließlich wurden alle relevanten Belege anhand gezielt angepasster Suchaufträge in ANNIS (Krause und Zeldes 2016) ausfindig gemacht und in tabellarischer Form systematisiert. Darauf folgte die quantitative Auswertung. \r\nLiteratur- und Quellenverzeichnis\r\nBorkovskij, Viktor Ivanovič, Hrsg. 1978. Istoričeskaja grammatika russkogo jazyka: Sintaksis. Prostoe predloženie. Moskva: Nauka.\r\nEckhoff, Hanne Martine und Aleksandrs Berdicevskis. 2015. Linguistics vs. digital editions: The Tromsø Old Russian and OCS Treebank. Scripta \u0026 e-Scripta 14–15: 9–25.\r\nFrascarelli, Mara. 2007. Subjects, topics and the interpretation of referential pro: An interface approach to the linking of (null) pronouns. Natural Language \u0026 Linguistic Theory 25, Nr. 4: 691–734. \r\nJung, Hakyung. 2018. Null subjects and person in Old North Russian. In: Diachronic Slavonic Syntax, hg. von Björn Hansen, Jasmina Grković-Major, und Barbara Sonnenhauser, 95–124. Berlin: Mouton de Gruyter. \r\nKlie, Jan-Christoph, Michael Bugert, Beto Boullosa, Richard Eckart de Castilho und Iryna Gurevych. 2018. The INCEpTION Platform: Machine-Assisted and Knowledge-Oriented Interactive Annotation. In: Proceedings of the 27th International Conference on Computational Linguistics: System Demonstrations, 5–9. Santa Fe, New Mexico, USA.\r\nKrause, Thomas und Amir Zeldes. 2016. ANNIS3: A new architecture for generic corpus query and visualization. Digital Scholarship in the Humanities 31, Nr. 1: 118–139. \r\nKrifka, Manfred. 2008. Basic notions of information structure. Acta Linguistica Hungarica 55, Nr. 3–4: 243–276. \r\nMadariaga, Nerea. 2018. Diachronic change and the nature of pronominal null subjects: the case of Russian. In: Null Subjects in Generative Grammar: a Synchronic and Diachronic Perspective, hg. von Federica Cognola und Jan Casalicchio, 171–198. Oxford: Oxford University Press. \r\n---. 2022. Referential null subjects in Russian: A synchronic and diachronic  overview. In: Null Subjects in Slavic and Finno-Ugric: licensing, structure and typology, hg. von Gréte Dalmi, Egor Tsedryk, und Piotr Cegłowski, 75–104. Studies in generative grammar [sgg] 145. Boston: De Gruyter Mouton.\r\nMcShane, Marjorie. 2009. Subject ellipsis in Russian and Polish. Studia Linguistica 63, Nr. 1: 98–132.\r\nMendoza, Imke. 2011. On demonstrative pronouns and the question of the article in 17th century Russian / Upotreblenije ukazateľnych mestoimenij i vopros ob artikle v russkom jazyke XVII veka. Russian Linguistics 35, Nr. 2: 245–265.\r\nMeyer, Roland. 2011. The History of Null Subjects in North Slavonic. A Corpus-based Diachronic Investigation. Habilitationsschrift, Regensburg: Universität Regensburg.\r\nMüller, Gereon. 2006. Pro-Drop and Impoverishment. In: Form, structure, and grammar: a festschrift presented to Günther Grewendorf on occasion of his 60th birthday, hg. von Patrick Brandt und Eric Fuss, 93–115. Studia grammatica 63. Berlin: Akademie Verlag.\r\nRoberts, Ian und Anders Holmberg. 2010. Introduction: Parameters in minimalist theory. In: Parametric variation: null subjects in minimalist theory, hg. von Theresa Biberauer, Anders Holmberg, Ian Roberts, und Michelle Sheehan, 1–57. Cambridge, UK ; New York: Cambridge University Press.\r\nSong, Eun-ji. Discourse and Style in Old Believer Lives: Referential Strategies and Topic Marking in the Lives of Avvakum, Epifanij, and Bojarynja Morozova. Dissertation, Los Angeles: University of California.\r\nSørensen, Hans Chr. 1957. Die stilistische Verwendung kirchenslavischer Sprachelemente in der Autobiographie Avvakums. Scando - Slavica 3: 154–175.\r\nTaylor, Ann und Susan Pintzuk. 2014. Testing the theory: Information structure in Old English. In: Linguistik Aktuell/Linguistics Today, hg. von Kristin Bech und Kristine Gunn Eide, 213:53–78. Amsterdam: John Benjamins Publishing Company.\r\nZaliznjak, Andrej Anatol’evič. 2008. Drevnerusskie ėnklitiki. Moskva: Jazyki slavjanskix kulʹtur.\r\nŽivov, Viktor Markovič. 1988. Roľ russkogo cerkovnoslavjanskogo v istorii slavjanskix literaturnyx jazykov. In: Aktuaľnyje problemy slavjanskogo jazykoznanija, hg. von Klavdija Vasiľevna Gorškova und Georgij Aleksandrovič Xaburgaev, 49–98. Moskva: Izdateľstvo Moskovskogo universiteta.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Historical Linguistics","abstract":"Dieser Vortrag berichtet über eine Untersuchung der Verteilung der referentiellen Nullsubjekte (NS-e) und schwachen Pronominalsubjekte (SPS-e) im Leben des Protopopen Awwakum, einem altrussischen Denkmal des 17. Jh. Erstens wird die Einwirkung der grammatischen Faktoren thematisiert, die für die Diskussion über die Ursachen des Wandels des Russischen von einer konsistenten zu einer partiellen NS-Sprache (vgl. Meyer 2011) relevant sind. Es wird festgestellt, dass SPS-e in der 1-2P, in Nebensätzen, mit l-Partizipien und mit ausgelassenen Kopulas öfter auftreten als in der 3P, in Hauptsätzen, mit anderen Tempusformen und mit overten Kopulas. Zweitens wird der Einfluss des Registers untersucht, da der Text die gehobene, durch das Altkirchenslawische beeinflusste Varietät mit der volkssprachlichen kombiniert (vgl. Zaliznjak 2008). Es wird gezeigt, dass die SPS-e in einigen Textfragmenten, die dem gehobenen Register zuzuschreiben sind, deutlich seltener vorkommen als im Rest des Textes. Es wurden korpuslinguistische Methoden verwendet. Die Belege für NS-e und SPS-e wurden nach grammatischen und registerbedingten Parametern klassifiziert. Dabei wurden die SPS-e nach dem pragmatischen Kriterium als gegebene Topiks oder Hintergrundelemente (vgl. Frascarelli 2007) definiert. Dafür wurde eine Annotation der Informationsstruktur durchgeführt. Darauf folgte die quantitative Auswertung in R.\r\nLiteratur\r\nFrascarelli, Mara. 2007. Subjects, topics and the interpretation of referential pro: An interface approach to the linking of (null) pronouns. Natural Language \u0026 Linguistic Theory 25, Nr. 4: 691–734. \r\nMeyer, Roland. 2011. The History of Null Subjects in North Slavonic. A Corpus-based Diachronic Investigation. Habilitationsschrift, Regensburg: Universität Regensburg.\r\nZaliznjak, Andrej Anatol’evič. 2008. Drevnerusskie ėnklitiki. Moskva: Jazyki slavjanskix kulʹtur.","speakers":[{"guid":"6fe21bc7-5c87-5093-bebc-40007e5363ef","id":836,"image":null,"name":"Mariia Razguliaeva","public_name":"Mariia Razguliaeva","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-03T14:45:00.000+01:00","end_time":"2022-11-03T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":952,"guid":"17cdc374-7446-4706-97c2-19270cb90653","title":"Registration \u0026 Welcoming","language":"","subtitle":"We meet in room 00091 and there you will be divided into 4 rooms, the session in room 00091 will be hybrid)","description":null,"duration":5400,"time_slots":6,"logo":null,"type":"","do_not_record":false,"track":null,"abstract":null,"speakers":[],"start_time":"2022-11-03T08:15:00.000+01:00","end_time":"2022-11-03T09:45:00.000+01:00","room":{"name":"Überseering 35, 22297 Hamburg - Room 00091","id":120}},{"id":933,"guid":"bed5b2c7-29f2-41be-8dd5-1011526f9741","title":"SAY-complementizers and forms they allow","language":"en","subtitle":" A restricted look at complement finiteness","description":"SAY-complements are clausal arguments marked by a particle grammaticalized from a general utterance verb, a so-called SAY-complementizer. Verbs of saying are crosslinguistically one of the most common verbal sources for complementizers.\r\nIn my Bachelor’s thesis, I investigated a genetically diverse sample of 10 languages that use such a complementizer for a number of variables regarding the structure of the different kinds of complements, as well as the distribution and shape of the complementizer itself. \r\nSome of the variables pattern strongly with each other, as well as with the more general parameter of constituent order. \r\n\r\nI discuss in this talk my variable of complement finiteness and its resulting patterns.\r\nThe variable is concerned with embedded verbs and whether they can appear in embedded sentences in finite forms, non-finite forms, or either.\r\nWithin the sample, a strong pattern arises when comparing the finiteness of verbs in SAY-complements to those in non-SAY-complements: Whether and how SAY-embedded verbs are restricted in finiteness in a language is implied by the restrictions on verbs embedded otherwise.\r\nSAY-complements in all the languages can contain finite verbs. In some languages, they appear as an alternative to non-finites. In others, finites constitute the sole possible form. These different kinds of relations between finiteness in SAY- and non-SAY-complements allowed a basic grouping of the sample languages into types that also appeared relevant regarding the patterning of other parameters under investigation.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"SAY-complements are clausal arguments marked by a particle grammaticalized from a general utterance verb, a so-called SAY-complementizer. Verbs of saying are crosslinguistically one of the most common verbal sources for complementizers.\r\nIn my Bachelor’s thesis, I investigated a genetically diverse sample of 10 languages that use such a complementizer for a number of variables regarding the structure of the different kinds of complements, as well as the distribution and shape of the complementizer itself. \r\nSome of the variables pattern strongly with each other, as well as with the more general parameter of constituent order. \r\n\r\nI discuss in this talk my variable of complement finiteness and its resulting patterns.\r\nThe variable is concerned with embedded verbs and whether they can appear in embedded sentences in finite forms, non-finite forms, or either.\r\nWithin the sample, a strong pattern arises when comparing the finiteness of verbs in SAY-complements to those in non-SAY-complements: Whether and how SAY-embedded verbs are restricted in finiteness in a language is implied by the restrictions on verbs embedded otherwise.\r\nSAY-complements in all the languages can contain finite verbs. In some languages, they appear as an alternative to non-finites. In others, finites constitute the sole possible form. These different kinds of relations between finiteness in SAY- and non-SAY-complements allowed a basic grouping of the sample languages into types that also appeared relevant regarding the patterning of other parameters under investigation.","speakers":[{"guid":"8e6c9390-75d4-5a20-a75c-47ad2549da13","id":520,"image":"/system/people/avatars/000/000/520/original/frab1.jpg?1745848613","name":"Hendrik Pigola","public_name":"Hendrik Pigola","email":"hendrik.pigola@proton.me","abstract":"PhD Student @ HU Berlin\r\nCurrently working on: Changes in the aspectual system of Yucatec Maya\r\nFields: Typology, aspect semantics/pragmatics, syntax\r\nInterests: analogy, grammaticalization, extended exponence, diachronic approaches to irregularity","description":null,"links":[]}],"start_time":"2022-11-04T09:15:00.000+01:00","end_time":"2022-11-04T09:45:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":923,"guid":"6199346f-a0ee-4f3c-ac36-56bf38e1db65","title":"Semantic Change in Computational Linguistics","language":"en","subtitle":null,"description":"Brown, Tom, Benjamin Mann, Nick Ryder, Melanie Subbiah, Jared D Kaplan, Prafulla Dhariwal, Arvind Neelakantan, et al. “Language Models Are Few-Shot Learners.” In Advances in Neural Information Processing Systems, 33:1877–1901. Curran Associates, Inc., 2020.\r\nLazaridou, Angeliki, Adhi Kuncoro, Elena Gribovskaya, Devang Agrawal, Adam Liska, Tayfun Terzi, Mai Gimenez, et al. “Mind the Gap: Assessing Temporal Generalization in Neural Language Models.” In Advances in Neural Information Processing Systems, 34:29348–63. Curran Associates, Inc., 2021.\r\nSchlechtweg, Dominik, Barbara McGillivray, Simon Hengchen, Haim Dubossarsky, and Nina Tahmasebi. “SemEval-2020 Task 1: Unsupervised Lexical Semantic Change Detection.” In Proceedings of the Fourteenth Workshop on Semantic Evaluation, 1–23. Barcelona (online): International Committee for Computational Linguistics, 2020.\r\nTahmasebi, Nina, Lars Borin, and Adam Jatowt. “Survey of Computational Approaches to Lexical Semantic Change Detection.” In Computational Approaches to Semantic Change, 1–91. Berlin: Language Science Press, 2021.\r\nVaswani, Ashish, Noam Shazeer, Niki Parmar, Jakob Uszkoreit, Llion Jones, Aidan N Gomez, Łukasz Kaiser, and Illia Polosukhin. “Attention Is All You Need.” In Advances in Neural Information Processing Systems, Curran Associates, Inc., 2017.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Computational Linguistics","abstract":"Language is inherently dynamic and changing over time. However, mainstream computational models like BERT are mostly based on static corpora, and retraining the models is costly---both time and resource-wise. (Lazaridou et al., 2021; Brown et al. 2020; Vaswani et al., 2017) It is therefore necessary to find ways to update language models and factor in language change. This is also important from an ethical perspective.\r\nLexical semantic change detection addresses the dynamic nature of semantic representations. The field focuses on the development systems, which measure the change of a word‘s meaning between two periods of time. (Tahmasebi et al., 2021) It has seen increased interest in recent years, leading to the introduction of the first large-scale semantic change detection task. (Schlechtweg et al., 2020) \r\n\r\nIn the talk, I explain why ‘static’ language modelling can be problematic. I show how insight from historical linguistics and typology can contribute to computational linguistics in general and lexical semantic change detection in particular. Finally, present the work of my ongoing master's thesis, in which I investigate the role of change types such as metaphor and metonymy in performance of current state-of-the-art models. To this end, I construct a test corpus and compare the performances of a representative subset of change detection systems. ","speakers":[{"guid":"c686ac35-6b85-59ed-81df-6e8ed81c0234","id":791,"image":null,"name":"pauline.sander","public_name":"pauline.sander","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-03T14:45:00.000+01:00","end_time":"2022-11-03T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":871,"guid":"91640c35-0175-479a-b979-5beba57696f4","title":"Some verbs are lighter than others","language":"en","subtitle":"A comparison of Korean ha- ‘do’, sikhi- ‘order’ and mantul- ‘make, produce’","description":"What does and what does not count as a light verb construction (LVC) is highly dependent on individual languages, and even more so on authors. I investigated the most prevalent type of Korean LVC that exists, which is one of the main ways to predicate in Korean next to using a full verb:\r\n\r\n(1) taytap-hay!\r\nanswer-do.inf\r\n‘Anwser me!’\r\n\r\nLVCs are “split constructions” (Bak 2011: 222) which are made up of a noun that serves as semantic head (taytap ‘answer’) and a distinct morphological head (ha- ‘do’). The latter of those is a light verb, and the semantic head is its complement. A semantic requirement for light verbs is that their meaning must be primitive and, by that, suitable for many contexts.\r\nI will touch upon some of the questions of whether the lightness of verbs can be gradient, and whether there should be a requirement for a verb to also exist as the ‘heavy’ version of itself in order to count as proper light verb (as claimed by Butt 2003, 2010) or rather, whether LVs can be placed on a grammaticalization cline (as claimed by Rhee \u0026 Koo 2014). The basis of this discussion is the use of the (possibly light) Korean verbs ha- ‘do’, sikhi- ‘order’ and mantul- ‘order/produce’ in their heavy, light, and causative uses.\r\n\r\nSelected references:\r\nBak, Jaehee. (2011). The light verb construction in Korean. University of Toronto dissertation.\r\nButt, Miriam. (2003). The Light Verb Jungle. Harvard Working Papers in Linguistics 9. 1–28.\r\nButt, Miriam. (2010). The Light Verb Jungle: Still Hacking Away. Complex predicates in cross-linguistic perspective. 48–78.\r\nRhee, Seongha \u0026 Hyung Jung Koo. (2014). Grammaticalization of causatives and passives and their recent development into stance markers in Korean. Poznan Studies in Contemporary Linguistics 50(3). 309–337.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"There are three verbs in Korean that can serve as head to its causative construction, namely ha- ‘do’, sikhi- ‘order’ and mantul- ‘make/produce’. While ha- is the most frequent among them, their meanings all diminish in this construction in favour of a causative expression, e.g., mantul- ‘make/produce’ is used where English would use ‘make’ in the parallel construction ‘make sb. (do/...)’, but without maintaining its literal meaning of ‘producing’. This suggests that these verbs have (at least some) light verb characteristics. In order to determine their supposed lightness, I set a prototype definition for the Korean light verb and corresponding light verb construction along which the three were evaluated. I argue, based on their behaviours in causative contexts (i.e. the periphrastic construction) and non-causative contexts (i.e. light verb constructions and semantically heavy, transitive uses), that these verbs place on three different points of a lightness scale, such that ha- appears as the prototypically lightest and mantul- as the heaviest of the three.","speakers":[{"guid":"353bd5cb-d5ba-54e2-ad9f-77249b998318","id":578,"image":"/system/people/avatars/000/000/578/original/MogensMastracchio-Small-150x150.jpeg?1697723415","name":"Mogens Mastracchio","public_name":"Mogens Mastracchio","email":"brmas100@hhu.de","abstract":"(at) mostracchio","description":null,"links":[]}],"start_time":"2022-11-05T11:15:00.000+01:00","end_time":"2022-11-05T11:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":890,"guid":"edc14d46-c93a-4946-901d-d67ffcbe4b25","title":"Spraakherkenning, wa is da? — Bias in Flemish Speech Recognition","language":"en","subtitle":null,"description":"At 71. StuTS + 31. TaCoS I presented my research proposal. At 72. StuTS I will present my finished work.","duration":1800,"time_slots":2,"logo":"/system/events/logos/000/000/890/original/flanders.png?1663639273","type":"lecture","do_not_record":false,"track":"Computational Linguistics","abstract":"Sociolinguistic factors such as age and gender have been shown to impact the performance of various automatic speech recognition (ASR) models. Previous research has touched upon such performance discrepancies, uncovering biases in ASR models, but has often focused on the English language. However, as these systems are used worldwide, finding biases in different languages is of high importance. With this thesis, I extend recent research by Feng, Kudina, Halpern, and Scharenborg (2021), who sought to find biases based on age, region, gender, and non-nativeness in a Dutch ASR model. Like Feng et al. (2021), I use the Netherlandic Dutch data from the Spoken Dutch Corpus to train a hybrid deep neural network-hidden Markov model (DNN-HMM). However, the previous study did not take into account the various regional variants of Belgian Dutch, which is also known as Flemish, e.g., West Flemish, and Brabantian. I therefore evaluate the model using the Flemish data from the JASMIN-CGN corpus. The evaluation confirms a bias against speakers from West Flanders and Limburg, as well as against children, male speakers, and non-native speakers. In addition, the discussion of the findings includes an analysis of the most misrecognized phonemes. The current study contributes to a better understanding of bias, and subsequently inclusivity, in ASR.\r\n\r\n\r\n\r\n-\r\nFeng, S., Kudina, O., Halpern, B. M., \u0026 Scharenborg, O. (2021). Quantifying bias in automatic speech recognition. arXiv preprint arXiv:2103.15122.","speakers":[{"guid":"4cedf427-d4a0-509b-85f8-fa9d20652772","id":534,"image":"/system/people/avatars/000/000/534/original/DSCF9323_copy.jpg?1617356528","name":"Aaricia Herygers","public_name":"Aaricia Herygers","email":"aariciaherygers@gmail.com","abstract":"Linguist (MA) and Voice Technologist (MSc) with an interest in German and speech recognition.","description":null,"links":[{"url":"https://www.linkedin.com/in/aariciah/","title":"LinkedIn"}]}],"start_time":"2022-11-05T14:15:00.000+01:00","end_time":"2022-11-05T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 4047","id":118}},{"id":894,"guid":"229fc507-6d5c-4f6a-b239-3c0336cb8157","title":"Stories from the Field ","language":"en","subtitle":"An Introduction to Linguistic Field Work","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Typology and Variational Linguistics","abstract":"Some linguists consider field work and language documentation as the supreme discipline in linguistics, for others it is a mere means of data collection regarded with suspicion. Wherever you fall, this talk will give you a light and risk-free introduction to linguistic field work and its objectives and tools. In a world in which a large proportion of human languages is not only threatened to become extinct soon but also remains undocumented, field work and language documentation are becoming more and more crucial for the science of language as a whole. Documenting these languages not only broadens our knowledge on language but also helps to move away from an eurocentric view in all fields of linguistics, for example sociolinguistics and historical linguistics.\r\n\r\nWhy do linguists decide to spent time in strange regions instead of comfortably sitting in their offices? What do you need to prepare in before? What tools do you need? How do you make connections with informants, store your data and manage not to die? Anne and Maria will tell you thrilling and funny stories about their own field experiences, from a perspective of both language description and historical linguistics.","speakers":[{"guid":"ce992568-e923-588b-b05a-2265c0b4f88c","id":23,"image":"/system/people/avatars/000/000/023/original/frab_img.png?1556726685","name":"Maria Zielenbach","public_name":"Maria Zielenbach","abstract":"Maria Zielenbach studied General Linguistics at the University of Cologne. Her main research interests include language change (grammaticalization), typology and historical linguistics (Semitic Studies).  \u003cbr\u003e \r\n@dietweeterei on twitter","description":null,"links":[]},{"guid":"23b58fdb-05fd-51cb-9286-fcf3d65f2bcf","id":818,"image":null,"name":"Anne van Schie","public_name":"Anne van Schie","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T10:15:00.000+01:00","end_time":"2022-11-04T10:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3035","id":115}},{"id":881,"guid":"651e3dd5-3ee7-4843-a5a6-0f0b1f3630b8","title":"Strukturtypen der Kollokationen des Wortes \"Mehrsprachigkeit\" in den Artikeln der Zeitschrift für interkulturellen Fremdsprachenunterricht, 26. Jahrgang. ","language":"de","subtitle":"Eine Korpusbasierte Analyse","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Corpus Linguistics","abstract":"Als Mehrsprachigkeit gilt die Fähigkeit einer Person, mehr als eine Sprache zu sprechen oder zu verstehen. Um die Verbindung des Wortes „Mehrsprachigkeit“ mit bestimmten Adjektiven, Verben etc. finden zu können, kann eine Kollokationsanalyse durchgeführt werden. Kollokationen sind Verbindungen von verschiedenen Wortarten. Somit bilden die Kollokationskomponenten und Strukturtypen zusammen eine einzelne Einheit, deren Bedeutung konventionell und für eine bestimmte Sprachgemeinschaft einzigartig ist.\r\nDie vorliegende Arbeit setzt sich mit den Strukturtypen von Kollokationen des Wortes „Mehrsprachigkeit“ auseinander. Im Mittelpunkt dieser Arbeit steht die Frage, welche Strukturtypen der Kollokation das Wort „Mehrsprachigkeit“ in den Artikeln der Zeitschrift für interkulturellen Fremdsprachenunterricht aus dem Oktober 2021 hat. Die korpusbasierte Analyse stellt einen lohnenswerten Anknüpfungspunkt für diese Arbeit dar, weil dadurch die Strukturtypen der Kollokationen des Wortes „Mehrsprachigkeit“ schneller und klarer erkannt werden können.\r\nDie Untersuchungen haben gezeigt, dass das Wort „Mehrsprachigkeit“ 402-mal in den Artikeln genannt wird und es gibt zwei Strukturtypen von Kollokationen des Wortes, nämlich Adjektiv + Substantiv und Substantiv (Objekt) + Verb. Beim Strukturtyp Adjektiv + Substantiv gibt es zehn Adjektive, die zu Kollokationen des Wortes „Mehrsprachigkeit“ gehören, nämlich inner, nicht-geteilt, individuell, vorhanden, geteilt, migrationsbedingt, territorial, lebensweltlich, institutionell und eigen. Das Adjektiv „inner“ gilt als die stärkste Kollokation des Wortes „Mehrsprachigkeit“. Zum Strukturtyp Substantiv (Objekt) + Verb wurde herausgefunden, dass in den Zeitschriftenartikeln das Wort „Mehrsprachigkeit“ mit dem Verb „fördern“ in Verbindung steht. Die Autoren der Artikel verbinden „Mehrsprachigkeit fördern“ mit Schülern in der Schule. Die Beschreibungen und Beispielen jede Kollokation werden in dieser Arbeit beschrieben. \r\n","speakers":[{"guid":"88270dab-29b9-5875-af02-99f9a89a96bb","id":292,"image":"/system/people/avatars/000/000/292/original/WhatsApp_Image_2024-01-01_at_03.07.02_(4).jpeg?1709306360","name":"Boy Tri Rizky","public_name":"Boy Tri Rizky","email":"boyrizky40@gmail.com","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T10:15:00.000+01:00","end_time":"2022-11-05T10:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 4047","id":118}},{"id":902,"guid":"18d9800a-2807-4829-8c86-58b7e83c93f2","title":"Student Theses Replication Network in Linguistics","language":"en","subtitle":null,"description":"Our goal is to achieve better and more reliable scientific advances and generalizations, by thinking about solutions to the urging replication crisis. By means of educating fellow young researchers, we aim to form a collaborative network that tackles issues that are related to the replication crisis.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Diverse","abstract":"Our goal is to achieve better and more reliable scientific advances and generalizations, by thinking about solutions to the urging replication crisis. By means of educating fellow young researchers, we aim to form a collaborative network that tackles issues that are related to the replication crisis.","speakers":[{"guid":"94043bb5-9e84-58a1-b6de-eb797080445e","id":32,"image":"/system/people/avatars/000/000/032/original/IMG_3305.JPG?1590231669","name":"Onur Özsoy","public_name":"Onur Özsoy","email":"onur.oezsoy@hu-berlin.de","abstract":"Doctoral researcher at Leibniz-Center General Linguistics | morphosyntax \u0026 interfaces, psycholinguistics, heritage languages |\r\n| into Rap - Hiking - Education - Activism | he/they","description":null,"links":[{"url":"https://twitter.com/_Onurunki","title":"Twitter"},{"url":"https://hu.berlin/onur","title":"Personal homepage"},{"url":"https://www.leibniz-zas.de/en/personen/details/oezsoy-onur/onur-oezsoy","title":"Institutional homepage"}]},{"guid":"e966334b-65d3-5db8-86db-4b81b442b73c","id":823,"image":null,"name":"Amy Amoakuh","public_name":"Amy Amoakuh","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T09:15:00.000+01:00","end_time":"2022-11-04T09:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":875,"guid":"18a174ad-ecc1-498b-a60e-9e0cd94fd24a","title":"The Definitional Dilemma of Gender in Language","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":"It is difficult to contextualize the rise of gender-inclusive language within formal linguistic theory. Current theories of linguistic gender define any language with a requisite system of nominal classification as having gender, in turn defining languages that manifest gendered distinctions in other ways as ‘genderless’ (Corbett, 1991; Kramer, 2015). In this way, linguistic gender is defined based on a given language’s morphological type, not the particular ways that it may encode socially-meaningful gendered distinctions throughout the grammar and lexicon. Drawing from data on twelve typologically distinct languages, I present linguistic features of gender that are not purely morphological in order to argue that a reimagined theory of linguistic gender that centers the concept of social gender must be constructed in order to empirically situate the concept of gender-inclusive language. Such a theory would isolate languages with systems of nominal classification that are not based (even in part) on gender, and bridge dominant theories of gender, which emphasize the role of language (e.g. Butler, 2006, p. xx; Wittig, 1985; Irigaray, 1993, p. 67-74), and formal linguistic theory in order to explain the features of language that speakers determine to mark gender and analyze the capacity of a gendered language to change.\r\n\r\nReferences\r\nButler, J. (2006). Gender trouble: Feminism and the subversion of identity (2nd ed.). Routledge. \r\nCorbett, G. G. (1991). Gender. Cambridge University Press.\r\nIrigaray, L. (1993). An ethics of sexual difference. Cornell University Press.\r\nKramer, R. (2015). The morphosyntax of gender. Oxford University Press.\r\nWittig, M. (1985). The mark of gender. Feminist Issues, 5, 3-12.","speakers":[{"guid":"25d8db74-e69a-5d4a-82fe-24b2dc8b0e10","id":798,"image":null,"name":"Ben Papadopoulos","public_name":"Ben Papadopoulos","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:45:00.000+01:00","end_time":"2022-11-05T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":895,"guid":"03625050-af35-47fd-bdba-a908144a351e","title":"The German and International Linguistics Olympiads","language":"en","subtitle":"... what the heck are they?","description":"Linguistics is generally neglected in German schools. One way, however, for students to get to know linguistics are Linguistics Olympiads. Though relatively obscure, we believe that the German Linguistics Olympiad (DOL) and International Linguistics Olympiad (IOL) have great potential as accessible and fun gateways to linguistics.\r\n\r\nIn our presentation, we, representing the association Förderverein deutsche Linguistik-Olympiade e. V., aim to briefly present the DOL and IOL via overviews of organisational structure, personal accounts of the influence of the Olympiads over our own lives, and showcases of example problems. Also, we aim to show how university students such as ourselves can participate in the organisation of the Olympiads.\r\n\r\nThe Linguistics Olympiads are not unique, as there are many other student competitions for various subjects. However, the DOL is rather unique in its organisational structure. In contrast to, for example, the German Physics Olympiad, which is organised by a university, the DOL is now run by a nascent association, the Förderverein deutsche Linguistik-Olympiade e. V., which we are part of. University students are encouraged to send in linguistic problems for the three rounds as well as join the association. In doing so, you can support one of the most engaging ways for people to get to know linguistics whilst still in school.","duration":1800,"time_slots":2,"logo":"/system/events/logos/000/000/895/original/LogoRoundGreenWhite.png?1663747490","type":"lecture","do_not_record":false,"track":"Diverse","abstract":"Linguistics is generally neglected in German schools. One way, however, for students to get to know linguistics are Linguistics Olympiads. Though relatively obscure, we believe that the German Linguistics Olympiad (DOL) and International Linguistics Olympiad (IOL) have great potential as accessible and fun gateways to linguistics.\r\n\r\nIn our presentation, we, representing the association Förderverein deutsche Linguistik-Olympiade e. V., aim to briefly present the DOL and IOL via overviews of organisational structure, personal accounts of the influence of the Olympiads over our own lives, and showcases of example problems. Also, we aim to show how university students such as ourselves can participate in the organisation of the Olympiads.","speakers":[{"guid":"a26c1b38-f711-53e9-a927-cb844db5570b","id":816,"image":null,"name":"Anastasia Averkova","public_name":"Anastasia Averkova","abstract":null,"description":null,"links":[]},{"guid":"9149b87b-0b3f-51c3-a6e0-35249027d13e","id":793,"image":null,"name":"Louis Cho","public_name":"Louis Cho","email":"louis.w.cho@gmail.com","abstract":"Student der Computerlinguistik an der Universität Potsdam","description":null,"links":[]}],"start_time":"2022-11-05T14:15:00.000+01:00","end_time":"2022-11-05T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 3034","id":124}},{"id":874,"guid":"911280c2-a6d6-448d-a8c1-04339fa5dad2","title":"The influence of context on Principle C in German","language":"en","subtitle":null,"description":"Up to today, the question of whether and to what extent context can diminish the impact of Principle C effects remains unanswered. Standard binding theory (Chomsky 1981) assumes that discourse-based effects do have an impact on coreference and binding, but does not elaborate further on this assumption. It is generally assumed that Principle C (as defined below) is regulated by c-command (Reinhart 1976, 1983). \r\nDefinition 1: Principle C: All R-expressions must be free. \r\nDefinition 2: C-command: Node A c(onstituent)-commands node B iff the branching node α1 most immediately dominating A either dominates B or is immediately dominated by a node α2 which dominates B, and α2 is of the same category type as α1.\r\nAt the same time, there are several counterexamples to the claim that Principle C and c-command alone regulate the surfacing of Principle C effects, such as the one in (1).\r\n(1) (Zwart 2015: e171, ex. 12)\r\n[Context: We spent all afternoon discussing draft picks, and no one generated more heated discussion than the shortstop from Kansas, Peter. But in the end we reached a consensus.]\r\nHe1 has a lot of talent and Peter1 should go far. [But who needs another shortstop?]\r\nIn (1), the coindexation of he and Peter should cause a Principle C violation, making coreference between the pronoun and the R-expression impossible. It is the context around the sentence containing the critical coindexation that prevents unacceptability of the example, as Zwart (2015) argues. \r\nWhile counterexamples such as (1) are frequently discussed in theoretical syntax, experimental evidence on the impact of context on Principle C is inconclusive. Experimental studies of Principle C, like the seminal work reported on in Gordon \u0026 Hendrick (1997), finds no significant effect of a context question on Principle C and c-command. \r\nIn my talk, I present my experimental work on the influence of context on Principle C in German. Departing from the standard approach used in experimental work on Principle C, I tested data taken from Frey (1993) in a longer context instead of a simple context question, creating a plausible scenario that made it easier for the speakers in my experiment to imagine the critical item in this context. As a result, I found a significant effect of context on Principle C, an effect that is so strong that it even overrides the effect of c-command. A consequence of this finding is that my results are difficult to account for within a c-command-based theory of coreference in German such as the one in Frey (1993). I therefore present an account of my results based on Discourse Prominence Theory (Gordon \u0026 Hendrick 1998), a theory that is based on the notion of prominence instead of syntactic relations such as c-command.  \r\n\r\nReferences ● Chomsky, Noam. 1984 [1981]. Lectures on government and binding. The Pisa lectures. Third revised edition. Dordrecht: Foris Publications. ● Frey, Werner. 1993. Syntaktische Bedingungen für die semantische Interpretation. Über Bindung, implizite Argumente und Skopus. Berlin: Akademie Verlag. ● Gordon, Peter C. \u0026 Randall, Hendrick. 1997. Intuitive knowledge of linguistic co-reference. Cognition 62. 325-370. ● Gordon, Peter C. \u0026 Randall, Hendrick. 1998. The representation and processing of coreference in discourse. Cognitive Science 22(4). 389–424. ● Reinhart, Tanya. 1976. The syntactic domain of anaphora. Cambride, MA: MIT dissertation. ● Reinhart, Tanya. 1983. Anaphora and semantic interpretation. London \u0026 Canberra: Croom Helm. ● Zwart, Jan-Wouter. 2015. Precede-and-command revisited revisited. Language 91(3), e169-e178. \r\n","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Theoretical Linguistics","abstract":"In my talk, I present my experimental work on the influence of context on Principle C in German. Departing from the standard approach used in experimental work on Principle C, I tested data taken from Frey (1993) in a longer context instead of a simple context question, creating a plausible scenario that made it easier for the speakers in my experiment to imagine the critical item in this context. As a result, I found a significant effect of context on Principle C, an effect that is so strong that it even overrides the effect of c-command. A consequence of this finding is that my results are difficult to account for within a c-command-based theory of coreference in German such as the one in Frey (1993). I therefore present an account of my results based on Discourse Prominence Theory (Gordon \u0026 Hendrick 1998), a theory that is based on the notion of prominence instead of syntactic relations such as c-command.  ","speakers":[{"guid":"5ae5387c-4600-5a9d-a29b-ab3958ef66fd","id":749,"image":null,"name":"Carla Spellerberg","public_name":"Carla Spellerberg","email":"carla.spellerberg@stud.uni-frankfurt.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T09:15:00.000+01:00","end_time":"2022-11-04T09:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3035","id":115}},{"id":900,"guid":"a5a4a649-25bc-4769-88aa-23038effd739","title":"The mysterious origin of Goth. 𐌿𐌻𐌱𐌰𐌽𐌳𐌿𐍃","language":"en","subtitle":"Insights into European camel history","description":"Wer aus purer Langeweile das gotische Wort ulbandus in einem gängigen Wörterbuch nachschlägt, wird mit einem Kuriosum konfrontiert: obwohl das Wort im Gotischen eindeutig ‚Kamel‘ bedeutet, wird es in den meisten Fällen von lat. elephantus hergeleitet, also vom Wort für ‚Elefant‘. Andere etymologische Ansätze beziehen sich auf anatolische Sprachen, die lange Zeit vor der gotischen Bibelübersetzung gesprochen wurden, in der das Wort erscheint. Got. ulbandus wurde außerdem ins Slavische (*velьbǫdъ, russ. верблюд, pln. wielbłąd) und von dort aus ins Altpreußische (als weloblundis) und Altlitauische (als velbliūdas, verbliūdas oder verbrūdas) entlehnt. Laut der klassischen Wörterbücher bedeutet das Wort im Altpreußischen ‚Maultier‘, im Altlitauischen hingegen ‚Kamel‘, ‚Elefant‘ oder ‚Walfisch‘. Und auch im Alttschechischen scheint die Entsprechung velbloud teilweise in der Bedeutung ‚Kamel‘, teilweise in der Bedeutung ‚Elefant‘ verwendet zu werden.\r\nIn diesem Vortrag begeben wir uns auf eine etymologische Spurensuche im weiten Wortfeld rund um got. ulbandus, mit dem ich mich in einer historisch-vergleichenden Hausarbeit auseinandergesetzt habe. Wir tauchen ein in die gotische Bibel, verfolgen mögliche Kognaten bis ins Hethitische, gehen im altlitauischen Corpus auf Walfischjagd und entdecken dabei womöglich noch weitere Tiere, vielleicht sogar ein Ungeheuer. Trotz des kuriosen Themas ist der Vortrag inhaltlich völlig ernst gemeint. Anhand von Sprachbelegen und Erklärungsansätzen will ich aufzeigen, was wir über dieses mysteriöse Wortfeld wissen und wo noch Lücken bestehen. Sowohl sprachinterne als auch historisch-vergleichende und typologische Argumente werden berücksichtigt.","duration":1800,"time_slots":2,"logo":"/system/events/logos/000/000/900/original/Kameloi.jpg?1663837394","type":"lecture","do_not_record":false,"track":"Historical Linguistics","abstract":"When looking up the etymology of the Russian word верблюд ('camel'), I stumbled upon a very strange etymological riddle. The source word ulbandus in Gothic, meaning 'camel', is often related to Latin elephantus, which, naturally, means 'elephant'. According to established wisdom, derivatives of ulbandus in other languages may even designate other animals, namely mules and whales. In my presentation we will take a deep dive into European camel history, hunt down Old Lithuanian whales, and we might even meet an actual monster.","speakers":[{"guid":"e83624f2-a981-56cd-a99f-afd8f8287570","id":814,"image":null,"name":"Jonathan Beyer","public_name":"Jonathan Beyer","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-03T15:15:00.000+01:00","end_time":"2022-11-03T15:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3018","id":112}},{"id":944,"guid":"28f8e76d-2ae6-4dbb-b989-14d3081df6cc","title":"The Recent Status of English in Tunisia: Insights to Policy Makers","language":"en","subtitle":null,"description":"The Recent Status of English in Tunisia: Insights to Policy Makers\r\n\r\nAbstract\r\nLanguage policies in Tunisia are not thought out; they evolve implicit. Arabic has a very limited role in the Tunisian higher education system. French is the dominant language of instruction and English is gaining a ground and spreading broadly (Daoud, 2011, p.16). Moore (2007) claims that language policy, in Tunisia, seems to have greater power at the social level rather than the political one. The higher education situation is, therefore, characterized by the rivalry between Arabic and French, on the one hand, and French and English, on the other hand. However, researchers in Tunisia (e.g. Aouina, 2013; Boukadi, 2013) negatively depicted the status of English and largely ignored its recent status. English has become a medium of instruction in a number of higher education institutions and it is the language of academic research. Due to this negative presentation, policy makers in Tunisia do not draw any attention to the real status of English and issue new education laws. This presentation, thus, aims to shed light on the recent status of English and offer some insights to policy makers. Methodologically, this study leans on desk research which refers to official documents, including policy documents, published reports, educational laws, interviews and speeches, to show the real status of English in Tunisian higher education. The content analysis is used to analyze data from the policy documents. The analysis consists of these steps: a) transcribing the data, b) pre-coding and coding, c) growing ideas, and d) interpreting the data and drawing conclusions (Dörnyei, 2007, p. 246). The researcher will follow these steps by investigating the obtained data, and creating codes to highlight important data. Then, she will group relating themes for analysis, and interpretation. The presentation will start by giving an overview of the language situation in the Tunisian higher education context and language policies background. Then, it will present the results of the analysis of desk research.\r\nKeywords: Language policy, English, Tunisian higher education, desk research, policy makers. \r\nReferences \r\nAouina, H. (2013). Globalisation and language policy in Tunisia: Shifts in domains of use and linguistic attitudes. PhD thesis. University of the West of England.\r\n\r\nBoukadi, S. (2013). Teachers’ Perceptions about the Future of English Language Teaching and Learning in Tunisia after the 2011 Revolution. Phd thesis. University of Exeter.\r\n\r\nDaoud, M. (2011). The sociolinguistic situation in Tunisia: Language rivalry or accommodation? International Journal of the Sociology of Language, 211, 9-33.\r\nDornyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and \r\nmixed methodologies. Oxford: Oxford University Press\r\n\r\nMoore, K. (2007). Languages and loyalties: Shaping identity in Tunisia shaping identity in \r\nTunisia and the Netherlands. Macalester International, 25(12). Retrieved January, 7, 2020, from: http://digitalcommons.macalester.edu/cgi/viewcontent.cgi?article=1481\u0026context=macintl\r\n","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":"Language policies in Tunisia are not thought out; they evolve implicit. Arabic has a very limited role in the Tunisian higher education system. French is the dominant language of instruction and English is gaining a ground and spreading broadly (Daoud, 2011, p.16). Moore (2007) claims that language policy, in Tunisia, seems to have greater power at the social level rather than the political one. The higher education situation is, therefore, characterized by the rivalry between Arabic and French, on the one hand, and French and English, on the other hand. However, researchers in Tunisia (e.g. Aouina, 2013; Boukadi, 2013) negatively depicted the status of English and largely ignored its recent status. English has become a medium of instruction in a number of higher education institutions and it is the language of academic research. Due to this negative presentation, policy makers in Tunisia do not draw any attention to the real status of English and issue new education laws. This presentation, thus, aims to shed light on the recent status of English and offer some insights to policy makers. Methodologically, this study leans on desk research which refers to official documents, including policy documents, published reports, educational laws, interviews and speeches, to show the real status of English in Tunisian higher education. The content analysis is used to analyze data from the policy documents. The analysis consists of these steps: a) transcribing the data, b) pre-coding and coding, c) growing ideas, and d) interpreting the data and drawing conclusions (Dörnyei, 2007, p. 246). The researcher will follow these steps by investigating the obtained data, and creating codes to highlight important data. Then, she will group relating themes for analysis, and interpretation. The presentation will start by giving an overview of the language situation in the Tunisian higher education context and language policies background. Then, it will present the results of the analysis of desk research.","speakers":[{"guid":"ae58c8c6-9bfc-5238-90aa-6b48494f6e82","id":738,"image":null,"name":"Aicha Rahal ","public_name":"Aicha Rahal ","email":"aicharahal00@gmail.com","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:15:00.000+01:00","end_time":"2022-11-05T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":906,"guid":"721aa3db-8932-4e22-ac18-78e05b80c106","title":"The Romanisation Effect","language":"en","subtitle":"Phonaesthetics in the Search for Celtic Lovers","description":null,"duration":1800,"time_slots":2,"logo":"/system/events/logos/000/000/906/original/Screenshot_20220923-125730_Chrome.jpg?1663952361","type":"lecture","do_not_record":false,"track":"Neuro- and Psycholinguistics","abstract":"Phonaesthetics is a young and promising field which, in time, will change the way we study and conceptualise language. In everyday conversations, non-linguists often focus on their perception of language(s), describing them as beautiful, sweet in sound, and harmonious. Among linguists, however, studying the subjective perception of languages has long been viewed as unscientific, which is why little research about it has been done. My thesis, by contrast, is part of an emerging academic current that strives to reverse this trend. Not only does my thesis address this lack of academic interest, but it emphasises that studying the beauty of language is, in fact, crucial to understanding language itself.\r\nIn this presentation I want to focus on Breton and Basque. Even though both are not part of the Romance language family, both of them were confused for a Romance language. This confusion stems from phonological similarities that arise from centuries of language contact. This poses the question: Did listeners alter their emotional reaction because they thought they heard a Romance language? ","speakers":[{"guid":"918e49f4-010d-5fa1-91fe-6c57b68be812","id":626,"image":"/system/people/avatars/000/000/626/original/photo_2021-07-25_22-07-32.jpg?1635165546","name":"Lukas Nemestothy","public_name":"Lukas Nemestothy","email":"lukas.nemestothy@univie.ac.at","abstract":"Ich studiere im Master Allgemeine Linguistik an der Universität Wien. Ich schreibe derzeit meine Master Arbeit bei Frau Prof. Reiterer in der Phonaesthetics Research Group. ","description":null,"links":[]}],"start_time":"2022-11-04T15:15:00.000+01:00","end_time":"2022-11-04T15:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 4099","id":117}},{"id":925,"guid":"51e4eb34-b6b1-4717-ab3c-28487915df80","title":"The word order of complement clauses in Wangerooge Frisian","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Corpus Linguistics","abstract":"Wangerooge Frisian is a dialect of Frisian which went extinct in the early 20th century. Although it is relatively well documented and some linguistic studies have appeared, there is as yet no comprehensive grammatical description of the dialect.\r\n\r\nIn my presentation, I will first give a brief introduction to Wangerooge Frisian and the linguistic sources. I then present the results of a study of complement clauses in the dialect. As in many Germanic languages, the finite verb in Wangerooge Frisian may appear in different positions in complement and other subordinate clauses. In some cases it is in the second position (“V2”), as in \u003cem\u003edat yu sil de aúven heit máckii\u003c/em\u003e ‘that she must heat the oven’; in other cases it appears later in the clause (“V-late”), as in \u003cem\u003edat iik dait nich doo weil\u003c/em\u003e ‘that I will not do that’ (lit.: ‘that I that not do will’).\r\n\r\nA pilot study indicates that the V2 pattern is especially frequent in reported utterances, e.g. after verbs like \u003cem\u003equidder\u003c/em\u003e ‘say’ and \u003cem\u003efartääl\u003c/em\u003e ‘tell’. However, this cannot be the whole story, as examples of V2 are also found in other contexts. In my presentation I will consider other relevant factors determining the position of the finite verb and discuss how Wangerooge Frisian fits into existing typologies of complement clause word order.","speakers":[{"guid":"fcfac107-58cb-556a-9798-1c8a8bed7a31","id":842,"image":null,"name":"Sune Gregersen","public_name":"Sune Gregersen","email":"s.gregersen@isfas.uni-kiel.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T11:15:00.000+01:00","end_time":"2022-11-04T11:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3035","id":115}},{"id":914,"guid":"fee7779f-591b-4eeb-be3d-aa6070d1e1cc","title":"“This could be difficult only”: Investigating the use of “only” in postpositive position in Indian English","language":"en","subtitle":null,"description":"Lange, C. (2007). Focus marking in Indian English. English World-Wide, 28(1), 89-118. doi: 10.1075/eww.28.1.05lan\r\nFuchs, R. (2012). Focus marking and semantic transfer in Indian English. English World-Wide, 33(1), 27-53. doi: 10.1075/eww.33.1.02fuc","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Theoretical Linguistics","abstract":"Unlike other varieties of English, Indian English was long thought not to have any syntactic structures that were unique to the variety (Lange, 2007). However, Indian English is now developing into a more distinctly unique variety with emerging syntactic structures of its own. Its most striking example is the use of the exclusive emphatic particle “only” in positions where it is unequivocally deemed ungrammatical by native speakers of for example American English, or where they are interpreted differently by a non-Indian audience. \r\nI argue that L1 influence from Hindi causes an increased frequency of the use of “only” in postpositive position, with a partial semantic shift from exclusive emphatic particle to emphasis marker. The Hindi equivalent “hee” can appear exclusively in postpositive position, whereas English allows for variability in the positioning of “only”. At first glance, Indian English use of emphatic articles in general appears to be a calque (Fuchs, 2012). Such an analysis, however, does not take variability nor intended meaning into account. Grammaticality judgments by speakers of Indian English show that “only” in postpositive position can have both the standard English meaning as well as that of a lexically bleached emphasis marker. This makes a phrase like “But I'll confirm the timings tomorrow only” in Indian English a statement with added emphasis on the mentioned timeframe, but confusing and ungrammatical to those who don’t speak the variety.","speakers":[{"guid":"13f1514e-c539-53bd-b015-9295b98a32ae","id":833,"image":null,"name":"Anne Visser","public_name":"Anne Visser","email":"a.visser2@uu.nl","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T14:15:00.000+01:00","end_time":"2022-11-05T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":924,"guid":"9330482b-8f30-4b1c-9bcd-c72097ec2fe8","title":"Thus speaks the Indo-European","language":"en","subtitle":"Reconstructing Direct Speech","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Historical Linguistics","abstract":"Referring to another person’s utterances is thought to be a universal ability of natural languages. Referred speech comes in many shapes, most commonly as direct speech. Research in direct speech in recent years has focused on the typological possibilities that languages have to construct referred speech (e.g. Buchstaller \u0026 van Alphen 2012). Syntactic properties of historical languages are famously understudied, as is the reconstruction of direct speech. From a European point of view, old IE languages may not offer the most exciting structures to quote speech, but their structures are not so similar that a reconstruction of direct speech for PIE would be trivial. The last comparative treatment of direct speech has been done by Hock (1982).\r\nIn this talk I’m going to present the structures of direct speech in four old IE languages (Hittite, Vedic Sanskrit, Greek and Latin) attempting to find a common source. I’ll argue that in PIE’s direct speech construction, the speech quote is used as a canonical direct speech (von Roncador 1988), showing no signs of subordination or quotatives. Furthermore, the speech introduction consists minimally of a verbum dicendi. Most special constructions in the daughter languages may be explained by a structure in PIE ‘Thus’-Prtc – Verb – (Subj.) triggered by information structure. \r\nBuchstaller, Isabelle \u0026 Ingrid van Alphen. 2012. Quotatives: cross-linguistic and cross-disciplinary perspectives. Amsterdam: JBPC.\r\nHock, Hans Henrich. 1982. ”The Sanskrit Quotative: a historical and comparative study”, in: LS. 12/2. 39 – 85.\r\nVon Roncador, Manfred. 1988. Zwischen direkter und indirekter Rede. Berlin: DeGryuter.","speakers":[{"guid":"964a33fc-04bb-520c-832d-aae166631e81","id":838,"image":null,"name":"Christian Bruns","public_name":"Christian Bruns","email":"christian-bruns@online.de","abstract":"Hi, I'm Christian and I am currently studying comparative historical linguistics in Marburg, where I am focusing on Anatolian and Celtic languages. I am interested in old languages and cultures and the mechanisms of language change. I'm specialising on historical syntax and pragmatics. I enjoy anything as long as there is something functional to analyse ;).\r\nOh - Also, I have organised the 76th StuTS in Marburg! Feel free to ask me anything, if you consider to organise a StuTS yourself!","description":null,"links":[]}],"start_time":"2022-11-05T11:15:00.000+01:00","end_time":"2022-11-05T11:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 4047","id":118}},{"id":896,"guid":"14733a10-dec8-4d10-bd26-b6b7fc29d4af","title":"Vortrag Mehrsprachigkeit/Sprachenlernen in der tertiären Bildung ","language":"de","subtitle":"Präsentation Masterarbeit","description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Applied Linguistics ","abstract":"Mehrsprachigkeit und Mehrsprachigkeitsförderung an österreichischen Universitäten im Kontext von (inter-)nationaler Sprachenpolitik\r\n\r\n,Mehrsprachigkeit‘ und ,Internationalisierung‘ prägen unsere heutige Zeit: Bestehende Studien und Empfehlungen zum Bildungsbereich fordern hier eine bessere Anerkennung dieser mehrsprachigen Realität (vgl. Gogolin \u0026 Duarte 2017). Bestehende Studien widmen sich hier primär dem sekundären Bildungsbereich und einem angemessenen Umgang der Mehrsprachigkeit im Klassenzimmer (vgl. z.B. Dirim 2015; García 2017); doch auch für den tertiären Bereich kann Mehrsprachigkeit und eine angemessene Förderung dessen als relevant betrachtet werden: Das seit Jahren bestehende L1+2-Ziel der europäischen Union (zwei ,Fremdsprachen‘ plus ,Erstsprache‘ am Ende der Schulkarriere; vgl. z.B. COM 95(590)) kann mit Hinblick auf aktuelle Sprachlernstatistiken in der Schule (vgl. Statistik Austria 2021; Statista 2022) und Sprachenkenntnisse der Studierenden (Dannerer 2017) als nicht erreicht verstanden werden. Bestehende Studien zur Mehrsprachigkeit und Hochschule widmen sich vor allem den Einstellungen von Studierenden und Lehramtsvorbereitungen (z.B. Purkathofer 2016; Busse 2020) dahingehend: Eine Studie, die sich mit den konkreten Sprachlernbedingungen beschäftigt, ist Winkler 2012: Im Sinne sich verändernden (sprachen-)politischen Bedingungen soll in der vorliegenden Studie eine Neuevaluation des Sprachlernangebots erfolgen und dieses im Hinblick auf sprach:enpolitische Empfehlungen, Bedingungen des Sprachenlernens und dem Angebot vor zehn Jahren (neu) evaluiert werden. \r\n","speakers":[{"guid":"c86e354e-a538-5acd-a2bd-84d388951471","id":817,"image":null,"name":"Laura Bürger","public_name":"Laura Bürger","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T10:45:00.000+01:00","end_time":"2022-11-04T11:15:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}},{"id":936,"guid":"cbcebc6e-bc93-4287-bd02-fa554d6b4ee2","title":"What determines adverb placement in French?","language":"en","subtitle":null,"description":null,"duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Theoretical Linguistics","abstract":"It is quite common to consider that the adverb is placed after the verb in French. But this is not always true: and as Pollock (1989) and Cinque \u0026 Rizzi (2008) point out, adverb placement can especially vary when negation or verb finiteness modify the overall structure of the sentence. For instance, when playing with verb finiteness, we notice that some adverbs appear before the lexical verb, whereas some other are placed after it… And some are even allowed to appear in one or the other position!\r\nThis means that even though adverb order is not completely free, it exhibits some variation. This talk aims to address this variation by investigating the different factors that play a role in adverb placement in French.\r\nUsing structures where the lexical verb is non-finite (like the perfect tense and serial verb constructions) and negative clauses, we will show that adverbs can be classified depending on their semantic categories. These semantic categories can then be used to create a cartography of French adverbs, i.e. a hierarchy predicting their linear order when they co-occur inside a single clause. Finally, we will see how scopes can shape further adverb order, especially when two adverbs of the same semantic category appear in the same clause.\r\nBy the end of the talk, participants should have learned how to place an adverb in a French sentence no matter the complexity of its structure.","speakers":[{"guid":"912cbffd-ecbd-55bd-a8c5-0b668281750c","id":644,"image":null,"name":"Jeanne Lecavelier","public_name":"Jeanne Lecavelier","email":"lecavelierde@uni-potsdam.de","abstract":"Potsdam University.\r\nLinguistics Master student \u0026 research assistant in Semantics.\r\nInterested in semantics \u0026 morphosyntax of non-Indo-European languages.","description":null,"links":[{"url":"https://www.researchgate.net/profile/Jeanne_Lecavelier","title":"ResearchGate"}]}],"start_time":"2022-11-04T14:15:00.000+01:00","end_time":"2022-11-04T14:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 4099","id":117}},{"id":901,"guid":"b43b601f-979d-4599-b083-fd2dc8aa6680","title":"What's in a paradigm?","language":"en","subtitle":null,"description":"Any linguist, philologist and philosopher will have an idea of what a paradigm is supposed to be.\r\nOn the one hand, it can be understood as an exemplary case, an idealized model or the basic way of perceiving, evaluating and doing associated with a particular vision of reality (cf. Kuhn 1996, Göktürk 2005).\r\nIn philology and linguistics, the set of all word-forms belonging to a word is often called a paradigm (cf. Haspelmath \u0026 Sims 2010). At least since Saussure's times, 'paradigm' may be used as a term complementary to 'syntagm(a)' (or 'clause'), and thus as the set of possible substitutions of an element in a clause. In recent times, paradigms have come to be called 'hyper-constructions' in construction grammar (Diewald 2020).\r\nNot only will I show how these uses may be reconciled, but I will also demonstrate how more specific terminology may help to understand and make proper use of linguistic concepts in the realm of 'paradigm'. This stretches from 'grammatical paradigm' over 'periphrastic forms' and 'paradigmaticity' all the way to 'zero-morphemes'.\r\n\r\nReferences:\r\nDiewald, G. (2020). Paradigms lost – paradigms regained: Paradigms as hyper-constructions. In L. Sommerer \u0026 E. Smirnova (Eds.), Constructional Approaches to Language (Vol. 27, pp. 278–315). John Benjamins Publishing Company.\r\nDiewald, Gabriele, \u0026 Politt, Katja. (2022). Paradigms regained: Theoretical and empirical arguments for the reassessment of the notion of paradigm. \r\nGivón, T. (2018). On understanding grammar (Revised edition). John Benjamins Publishing Company.\r\nGöktürk, E. (2005). What is “paradigm.” Accessed at Http://Heim. Ifi. Uio. No/∼ Erek/Essays/Paradigm.pdf.\r\nHaspelmath, M., \u0026 Sims, A. D. (2010). Understanding morphology (2nd ed). Hodder Education.\r\nJoseph, J. E. (1995). Saussurean Tradition in Linguistics. In Concise History of the Language Sciences (pp. 233–239). Elsevier.\r\nKuhn, T. S. (1996). The structure of scientific revolutions (3rd ed). University of Chicago Press.\r\nLehmann, C. (2015). Thoughts on grammaticalization (3rd edition). Language Science Press.\r\nMehler, A., Stegbauer, C., \u0026 Frank-Job, B. (2018). Ferdinand de Saussure. 1916. Cours de linguistique générale. Payot, Lausanne/Paris.\r\nPenke, M., Janssen, U., \u0026 Eisenbeiss, S. (2004). Psycholinguistic evidence for the underspecification of morphosyntactic features. Brain and Language, 90(1–3), 423–433.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Theoretical Linguistics","abstract":"This talk discusses the notion of the 'paradigm' in linguistics. This term and its uses are looked at from several perspectives, and more narrowly defined terms are presented.","speakers":[{"guid":"17be8134-3943-5143-a614-8a3550ef5752","id":236,"image":null,"name":"Marvin Martiny","public_name":"Marvin Martiny","email":"mmartiny@students.uni-mainz.de","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-05T15:15:00.000+01:00","end_time":"2022-11-05T15:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 3016","id":116}},{"id":917,"guid":"99df0ec0-9d47-4d4d-a59c-177be370bb4c","title":"Wie Sprachen werden, was sie sind","language":"de","subtitle":"Eine Einführung in die Historisch-Vergleichende Sprachwissenschaft","description":null,"duration":3600,"time_slots":4,"logo":null,"type":"workshop","do_not_record":false,"track":"Historical Linguistics","abstract":"Sprache entwickelt sich ständig. Sie verändert sich mit der Zeit, von Generation zu Generation - wenn man etwa vergleicht, wie die Eltern und Großeltern sprechen und wie man selbst spricht - und von Jahrtausend zu Jahrtausend, wenn man etwa an das Lateinische denkt, das sich im Laufe der Zeit in die romanischen Sprachen wie Französisch oder Spanisch verwandelt hat. Für manche Sprachen, wie für die romanischen, kann man nachverfolgen, wie sie sich über Jahrhunderte hinweg entwickelt haben. Für manche anderen Sprachen kann man das nicht, man weiß nichts über ihre Geschichte. Die historisch-vergleichende Sprachwissenschaft (HVS) bringt Licht ins Dunkel und beschäftigt sich damit, wie sich Sprachen entwickelt haben - auch und gerade in Zeiträumen, aus denen es keine Überlieferung gibt. Wie macht sie das? In unserem Workshop erfahrt ihr die Antwort. Im Workshop lernen wir die Methoden und theoretischen Grundlagen der HVS kennen und üben auch gleich, diese Methoden anzuwenden. Nach einem kurzen Überblick darüber, was HVS ist (und was sie nicht ist) und wie sie arbeitet, lernen wir gemeinsam, wie man feststellt, ob Sprachen verwandt sind oder nicht. Wir lernen, wie man Sprachen, die miteinander verwandt sind, vergleichen kann, um mehr über die früheren Sprachstufen zu erfahren, aus denen sie sich entwickelt haben. Und zu guter Letzt probieren wir selbst aus, Lexeme aus verwandten Sprachen zu vergleichen und Vorformen zu rekonstruieren. HVS ist etwas für jeden, der Knobelspiele und Detektivarbeit mag - und wer einmal damit angefangen hat, den lässt sie nicht mehr los. Lasst euch von ihr verzaubern - wir freuen uns auf euch!","speakers":[{"guid":"e5449ea3-88c3-59b8-90a8-3359002cd4a6","id":834,"image":null,"name":"G. Kelley","public_name":"G. Kelley","email":"gkelley@gmx.de","abstract":null,"description":null,"links":[]},{"guid":"9deec747-cb50-5b97-acaa-9aa6e3dc06d1","id":461,"image":"/system/people/avatars/000/000/461/original/DSC03147_-_Copy.jpg?1714742998","name":"Rafael Soto Setzke","public_name":"Rafael Soto Setzke","email":"rafael.sotosetzke@ru.nl","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-04T14:15:00.000+01:00","end_time":"2022-11-04T15:15:00.000+01:00","room":{"name":"Wiwi-Bunker — Room 4044","id":114}},{"id":941,"guid":"a0e5646a-f88f-4b31-9dd6-3943f01044b5","title":"Wo Präzis gestickt und Katzen geballert werden","language":"de","subtitle":"Gruppenspezifische Lexik in der deutschen Parkour-Community","description":"Ein Haufen Jugendlicher in zu weiten Jogginghosen, die von Dach zu Dach springen – das mag bei vielen das erste Bild sein, das beim Gedanken an die Trendsportart Parkour in den Sinn kommt. Dennoch ist Parkour heutzutage fast allgegenwärtig geworden: Es begegnet uns in Filmen (Casino Royal, Kingsman), Videospielen (Assassin’s Creed, Mirror’s Edge) und manchmal sogar auf der Straße. Menschen, die diese Sportart aktiv ausüben – sogenannte Traceure – finden sich auf der ganzen Welt. Nachdem es sich hierbei aber um eine vergleichsweise junge Sportart handelt, befinden sich linguistische Auseinandersetzungen mit Soziolekt der Parkour-Community noch in den Kinderschuhen. Aus diesem Grund möchte ich einen ersten Einblick in die „Parkour-Sprache“ bieten und dabei besonderen Fokus auf die Frage legen, inwiefern durch diese Gruppenzugehörigkeit kommuniziert werden kann, und wenn ja, wie groß ihre Relevanz im Vergleich zu anderen Faktoren ist.","duration":1800,"time_slots":2,"logo":null,"type":"lecture","do_not_record":false,"track":"Sociolinguistics","abstract":"Beim Soziolekt der deutschen Parkour-Community handelt es sich noch um linguistisches Neuland. Trotzdem, oder gerade deswegen, birgt er eine Fülle an einzigartigen Wortneubildungen und Entlehnungen. Dieser Vortrag soll einen kleinen Einblick in die Lexik der „Parkour-Sprache“ liefern.","speakers":[{"guid":"9deec747-cb50-5b97-acaa-9aa6e3dc06d1","id":461,"image":"/system/people/avatars/000/000/461/original/DSC03147_-_Copy.jpg?1714742998","name":"Rafael Soto Setzke","public_name":"Rafael Soto Setzke","email":"rafael.sotosetzke@ru.nl","abstract":null,"description":null,"links":[]}],"start_time":"2022-11-03T15:15:00.000+01:00","end_time":"2022-11-03T15:45:00.000+01:00","room":{"name":"Wiwi-Bunker —Room 5050","id":111}}]}}