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Sprache in der Wissenschaft

Germanistische Einblicke


Edited By Eglé Kontutyte and Vaiva Zeimantiene

Welche Rolle spielt Deutsch zu Beginn des 21. Jahrhunderts in der Wissenschaft und welche Rolle spielte es früher? Was sind die charakteristischen Merkmale der deutschen Wissenschaftssprache? Wodurch unterscheidet sich Deutsch als Wissenschaftssprache von anderen nationalen Wissenschaftssprachen? Wie und warum wird die deutsche Wissenschaftssprache vermittelt? Mit diesen und ähnlichen Fragen beschäftigen sich die Beiträge dieses Bandes. Die Rolle und Merkmale der deutschen Wissenschaftssprache, auch im Kontrast zu anderen nationalen Wissenschaftssprachen, werden von Linguistinnen und Linguisten aus Deutschland, Estland, Finnland, Lettland, Litauen und Österreich analysiert und vorgestellt.
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Ulrike Haß - Wissenschaftssprache in der Vermittlung von Wissen durch Enzyklopädien


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Ulrike Haß

Wissenschaftssprache in der Vermittlung von Wissen durch Enzyklopädien

Abstract This article asserts that knowledge documentation and knowledge transfer within lexicons like Wikipedia and the German Brockhaus encyclopedia are based on academic language, as well as any journal article. It argues that research on academic language should not only aim at typical text types like journal articles, but also has to pay attention to the wide range of teaching texts and texts for knowledge transfer. This article starts from the needs of teaching academic writing and from the standard range of academic text forms which are to be taught. In its main part, it examines one special kind of these academic text forms, i. e. dealing with words, terms, and notions, and shows how this is practiced by lexicon authors in Germany. Therefore methods of corpus linguistics are applied, including collocations. Finally, the findings are compared by the usage of metalanguage within the Encyclopedia Britannica. The main conclusions are that lexicons take part in distributing typical constructions to express the notion that terms and the things they mean are separated from each other, that one term is ‘good’ and another is not. Thus, a central element of academic discourse, which is the pluralism of perspectives, is put into language by writing about and comparing different terms and notions. Furthermore, German and English lexicons, respectively, put considerable emphasis on the etymological ‘roots’ of terms, suggesting that the older notion is more adequate...

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