Sandra Birzer | Otto-Friedrich University Bamberg (original) (raw)

Papers by Sandra Birzer

22. Regensburger Fortbildungstagung für Russischlehrkräfte in Bayern (ALP Reader), 2024

Kulturelles Verständnis. Motivation. Authentische Sprache. Leichte Memorisierung von Inhalten. Au... more Kulturelles Verständnis. Motivation. Authentische Sprache. Leichte Memorisierung von Inhalten. Ausspracheschulung. Multisensorisches Lernen. Aktuelle Themen… Die Gründe für den Einsatz von Musik im Fremdsprachenunterricht sind vielfältig.
Während Birzer & Steinbach, 2021 sich mit allgemeinen Fragen und Aspekten des Einsatzes von Liedern und Musik im Russischunterricht beschäftigte, will der vorliegende Text vor allem didaktische Ideen liefern, die weniger verbreitet sind oder Musik auf ungewöhnlichere Arten einsetzen - von sprachübergreifendem Unterricht mit Liedern über sogenannte Literals, bei denen der Text das Musikvideo begleitet und nicht, wie sonst, umgekehrt, bis hin zu innovativen Hörverstehensaufgaben zeigt dieser Artikel, wie man Musik auf neuartige und ungewohnte Weise in den Russischunterricht integrieren kann.

Routledge eBooks, Jul 10, 2023

Вопросы языкознания, 2011

SlavUn - Slavische Sprachen unterrichten

Alle Bundesländer bieten die Möglichkeit, russische und/oder ukrainische Feststellungsprüfungen a... more Alle Bundesländer bieten die Möglichkeit, russische und/oder ukrainische Feststellungsprüfungen abzulegen – allerdings nicht immer in jeder Schulart. Dieser Beitrag leistet einen Überblick über die Regelungen der einzelnen Bundesländer.

SlavUn - Slavische Sprachen unterrichten

Die Zeichentrickserie Masjanja (Масяня) ist Kult in Russland. Seit dem Jahr 2001 sind mehr als 16... more Die Zeichentrickserie Masjanja (Масяня) ist Kult in Russland. Seit dem Jahr 2001 sind mehr als 160 Folgen der Serie entstanden, die sich üblicherweise durcheinen ironischen Grundton auszeichnet. Seit dem Beginn des Krieges gegen die Ukraine hat sich der Grundton der Serie jedoch stark geändert. Die Serie bezieht eindeutig Stellung gegen die Invasion der Ukraine und versucht, den Zuschauer:innenn in Russland diese Perspektive anschaulich nahezubringen. Besonders bemerkenswert ist dabei die Folge 162 mit dem Titel „Sankt-Mariuburg (Санкт-Мариубург)“. Sie eignet sich besonders gut, um den Krieg in der Ukraine im Unterricht zu thematisieren, da sie als Parabel angelegt ist und durch ihre visuellen Anspielungen und historischen Vergleiche Interpretationsmöglichkeiten auf mehreren Ebenen eröffnet. Der vorliegende Text liefert Hintergrundinformationen und Interpretationsmöglichkeiten für eine Reihe von Lerner:innengruppen. Materialien zur vertiefenden Behandlung sowie ein kurzer Stundenübe...

SlavUn - Slavische Sprachen unterrichten

Im Vorwort werden die Ziele der neuen fachdidaktischen Zeitschrift SlavUn vorgestellt.

Zeitschrift für Slawistik

Summary According to the norms of the contemporary Russian standard language, the covert first ar... more Summary According to the norms of the contemporary Russian standard language, the covert first argument of the adverbial participle (AP) has to be co-referential with the first argument of its matrix verb. However, other co-reference choices are a frequent phenomenon, as numerous publications both descriptive (Rappaport 1984; Jokojama 1984) and prescriptive (Ickovič 1982; Glovinskaja 2000) testify. Since the reasons for these divergent co-reference choices have been insufficiently addressed so far, we conducted an experiment that tested the influence of linguistic and sociodemographic factors on the co-reference choices. The linguistic factors tested are sentence semantics, argument structure of the verb and linear syntactic order of adverbial participle and matrix clause. Since the adverbial participle has been subject to an intensive normativization process, we assume that the degree of the respondents’ familiarity with prescriptive language rules and the degree of their expositio...

Wunschmaschine Wissenschaft. Von der Lust und dem Nutzen des Forschens, 2006

Methodische und inhaltlicheAnregungen für den kompetenzorientierten Unterricht im Fach Russisch 2023, 2023

According to the norms of the contemporary Russian standard language, the covert first argument o... more According to the norms of the contemporary Russian standard language, the covert first argument of the adverbial participle has to be co-referent with the first argument of its matrix verb. However, other co-reference choices are a frequent phenomenon, as numerous publications both descriptive (Rappaport 1984, Yokoyama 1984) and prescriptive (Ickovič 1982; Glovinskaja 2000) testify. Since the reasons for these divergent co-reference choices have been insufficiently addressed so far, we conducted an experiment that tested the influence of semantic and (morpho)syntactic factors on the co-reference choices made by speakers of Russian as a primary and secondary language. The paper is structured as follows: The first section gives a survey of the divergent co-reference choices discussed in the literature and identifies linguistic factors that may influence a speaker’s choice. Section 2 discusses possible sociolinguistic factors affecting the co-reference choice. How these factors are con...

Praxis Fremdsprachenunterricht- Russisch, 5/2015, 2015

22. Regensburger Fortbildungstagung für Russischlehrkräfte in Bayern (ALP Reader), 2024

Routledge eBooks, Jul 10, 2023

Вопросы языкознания, 2011

SlavUn - Slavische Sprachen unterrichten

Im Vorwort werden die Ziele der neuen fachdidaktischen Zeitschrift SlavUn vorgestellt.

Zeitschrift für Slawistik

Wunschmaschine Wissenschaft. Von der Lust und dem Nutzen des Forschens, 2006

Methodische und inhaltlicheAnregungen für den kompetenzorientierten Unterricht im Fach Russisch 2023, 2023

Praxis Fremdsprachenunterricht- Russisch, 5/2015, 2015

Subjective resultative constructions are deemed to be typologically rare in the languages of the ... more Subjective resultative constructions are deemed to be typologically rare in the languages of the world, but Yiddish and its co-territorial language Polish each feature two of them based on secondary predications, namely the adverbial participle and the attributive participle, and Russian even one more based on the attributive past participle active. The aim of this paper is to explore their constructional specificities based on corpus data from the Corpus of Modern Yiddish (CMY), the Polish National Corpus (PNC) and the Russian National Corpus (RNC).

0. Einleitung Mehrsprachige Lernende im Russischunterricht und die daraus entstehenden fachdidakt... more 0. Einleitung Mehrsprachige Lernende im Russischunterricht und die daraus entstehenden fachdidaktischen Implikationen befinden sich bereits seit längerer Zeit im Blickpunkt der Forschung. Dabei lag der Fokus bisher auf HerkunftssprecherInnen des Russischen, da sie an vielen deutschen Schulen und Universitäten einen bedeutenden Besucheranteil am-eigentlich als Fremdsprachenunterricht konzipierten-Russischunterricht stellen. Der vorliegende Beitrag widmet sich einer anderen Lernergruppe, nämlich den HerkunftssprecherInnen des Bosnischen / Kroatischen / Serbischen (nachfolgend abgekürzt zu BKS). Im schulischen Russischunterricht bilden sie in Österreich bereits heute eine nicht zu vernachlässigende Teilnehmerzahl und treten auch in Deutschland und der Schweiz in Erscheinung. Entscheiden sie sich für ein Slavistikstudium, fällt ihre Wahl der zweiten Slavine häufig auf Russisch. Somit ist die Frage, wie den spezifischen Bedürfnissen der BKS-HerkunftssprecherInnen im Russischunterricht nachgekommen werden kann, von Relevanz für den gesamten deutschsprachigen Raum. Der vorliegende Beitrag geht dieser Frage wie folgt nach: Nach einem kurzen Überblick über die Sprecherzahlen BKS in Österreich, Deutschland und der Schweiz sowie ihrem Anteil an der Schüler-bzw. Studierendenschaft (Kap. 1) fasst Kap. 2 die wichtigsten sprachtypologischen Merkmale des Bosnischen / Kroatischen / Serbischen und den sprachpolitischen Diskurs um BKS zusammen. Kap. 3 stellt didaktische Ansätze zur innerslavischen Interkomprehension und zur Förderung von Russisch-HerkunftssprecherInnen im Fremdsprachenunterricht Russisch vor und erörtert dann, inwiefern diese Konzepte auch auf die Zielgruppe der BKS-HerkunftssprecherInnen anwendbar sind. In Kap. 4 werden schließlich die wichtigsten jener systemgrammatischen Unterschiede zwischen Russisch und BKS vorgestellt, die zu Transferenzen bei BKS-SprecherInnen führen können, und Möglichkeiten ihrer Thematisierung im schulischen und universitären Russischunterricht diskutiert.

We conducted an online experiment with speakers of Russian as primary and secondary language in o... more We conducted an online experiment with speakers of Russian as primary and secondary language in order to identify the factors which influence co-reference choice for AP clauses. The experiment aimed to test three linguistic (i.e. syntactic and semantic) and five sociolinguistic hypotheses:

the co-reference is assigned to the matrix verb argument that is closer to the AP in terms of syntactic linearity;
due to their special semantic structure, the assignment of co-reference to the second matrix verb argument is more likely for object control verbs than for verbs with “plain” semantics or for subject control verbs;
semantic neutrality of the matrix sentence fosters ambiguous co-reference.
RSL speakers have longer reaction times than RPL speakers, because it is more difficult and thus time-consuming for them to analyze ambiguous co-references.
RSL speakers are more prone to use the syntactic position of the AP as criterion for their co-reference choices than RPL speakers.
Respondents with a high level of education are more likely to establish co-reference with the first argument of the matrix verb.
Respondents older than 40 years are more likely to establish co-reference with the first argument of the matrix verb.
Women are more likely to establish co-reference with the first argument of the matrix verb.

For data analysis we used a logistic regression model based on the data of 67 RPL speakers and 45 RSL speakers.
The three linguistic hypotheses (H1-H3) have been verified for both speaker groups. We may conclude that the linear closeness between the AP and the second argument of the matrix verb – prototypically realized as sentence-final position of the AP – opens up the possibility to establish co-reference between the two. However, the possibility is made use of only if the sentence semantics is “neutral”. Additionally, an object control verb in the “neutral” setting increases the likelihood of co-reference with the second argument of the matrix verb, so the ideal scenario for this co-reference choice is a sentence-final AP, accompanied by an object control verb as matrix verb and “neutral” sentence semantics. Thus, the syntactic position of the AP is the prerequisite, but sentence and verb semantics are the decisive factor for the co-reference choice.
For our two speaker groups we observed a statistically non-significant tendency of RSL speakers to choose the second argument of the matrix verb as co-reference controller more often than RPL speakers do. We could not find any evidence that RSL speakers are more prone to use the syntactic position of the AP as criterion for their co-reference choices than RPL speakers (H5). The mean reaction time of RSL speakers is higher compared to RPL speakers (H4); yet, the difference is statistically not significant.
Gender did not show a significant effect (H8). Therefore, education and age are probably the most telling sociolinguistic parameters. Education proved to be significant (H6), i.e. respondents with a master’s degree opted for the first argument more often than respondents with a lower educational attainment, and age turned out to be non-significant (H7), i.e. respondents of all ages are equally likely to choose the second matrix verb argument as co-reference controller. So, judging from our data, the propagation of normative rules for the co-reference of the AP, which took place quite intensively during the Soviet period, may be regarded as a reaction on the persistent variation in co-reference choice. The reaction yielded only poor success, probably due to the fact that the AP is a phenomenon of conceptual literacy with low frequency in everyday speech. On the other hand, the register of academic writing is a very, if not the most prominent representative of conceptual literacy and is characterized by a striving for unambiguousness. Adherence to the normative rules for co-reference choice is also a means of disambiguation. Of our respondents those with a master’s or even higher degree are definitely the ones trained best in academic writing, which may explain their predilection for the first argument of the matrix verb as co-reference controller.
Since all our triggers come from journalistic texts, in a last consequence, it might even be worth thinking about whether the occurrence of APs with ambiguous co-reference can be used as indicator of text register.

This paper investigates the historical development of four complement types of the perception ver... more This paper investigates the historical development of four complement types of the perception verb widzieć 'see' in Polish, namely the AcI, the adverbial participle, the participium coniunctum and the complement clauses introduced że / iż(e) 'that' and jak 'how'. A special focus is on the complement semantics. It turns out that in the history of Polish, a discrete system of complement semantics existed, with the AcI on the hand rendering 'acquired knowledge' and the adverbial participle and participium coniunctum rendering 'object of perception' on the other hand.

This paper discusses an understudied construction in Yiddish, Polish and Russian, namely the subj... more This paper discusses an understudied construction in Yiddish, Polish and Russian, namely the subjective resultative construction based on the adverbial participle. The semantic verb classes with subjective resultative meaning denote movements of the body or body parts, the arrangement of clothing and other objects close to the body, mental states and the human condition in general. In contrast to Russian, Yiddish and Polish both allow variation in conveying the subjective resultativity of mutative verbs: both the participle I and II or both imperfective and perfective adverbial participle respectively can be used. The major divergence between Yiddish and its co-territorial languages is the existence of a construction employed exclusively with intransitive mental verbs and specified for subjective resultativity, active voice and direct evidentiality in the latter languages.

Cyrillic script features a number of easily confusable graphemes that tend to co-occur within der... more Cyrillic script features a number of easily confusable graphemes that tend to co-occur within derivational and inflectional morphology, e.g.-ющий;-ание, and pose a problem to learners. In an online survey we measured the effect of colour markup on word recognition tasks with different learner groups. Colour markup in general resulted in a higher rate of correct answers. Its effect on the reaction time is more complex and will be discussed in detail in the paper.

The term “literacy contact” was coined by Verkholantsev, who uses it to refer to the contact of l... more The term “literacy contact” was coined by Verkholantsev, who uses it to refer to the contact of literacy conventions and, on an individual level, the contact between “two writing systems in the mind of a literate individual” (Verkholantsev 2008: 11). Rabus refined the concept and employs it to refer language contact caused „nicht durch mündliche Interaktion, sondern durch die Transmission und Rezeption sowie Übersetzung schriftlicher Texte“ (Rabus 2013: 66).
The term is very intuitive. We know – or think we know – immediately what literacy contact is and where we find it. However, if we take a closer look, things get more complicated and we are confronted with a number of questions: What kind of text documents get in involved in literacy contact? What is meant by “literacy” or “schriftliche Texte”? Does it refer to the medium (written vs. spoken) or to a set of linguistic features i.e., the “concept” in the sense of Koch & Oesterreicher’s model of conceptual literacy/orality? How do different linguistic skills and language acquisition processes relate to the type of language contact? Are literacy contact and face-to-face-contact independent phenomena or they form an opposition?
In our presentation, we will discuss these issues and suggest a delineation and definition of literacy and face-to-face-contact that is based on the type of documents and the type of linguistic skills involved.

Based on experimental data, this paper discusses the binding patterns used by monolingual and bi-... more Based on experimental data, this paper discusses the binding patterns used by monolingual and bi-lingual speakers of Russian for binding reflexive pronominals in finite clauses and infinitival clauses with PRO, containing two possible antecedents. Long distance anaphora seems to be the default strategy, outruled by local anaphora only in contexts where clause semantics and / or world knowledge make local anaphora the most plausible reading.

Based on corpus data from the Polish and Russian National Corpus and the Corpus of Modern Yiddish... more Based on corpus data from the Polish and Russian National Corpus and the Corpus of Modern Yiddish, this paper explores two competing subject resultative constructions - namely the construction based on the past participle and the construction based on the adverbial participle - in the three object languages. Classification trees reveal that for Russian, transitivity is decisive for the choice of syntactic encoding, whereas Polish and Yiddish display a tendency towards encoding subject resultativity with the help of an ergative structure. Furthermore, language contact between Polish and Yiddish seems to have perpetuated the co-existence of the two competing constructions in Yiddish.

This talk adresses changes in the argument structure of the Polish verb of perception widzieć 'se... more This talk adresses changes in the argument structure of the Polish verb of perception widzieć 'see'. More precisely, it explores the distribution and functions of infinite and finite complement clauses and changes in this system between the 14th-18th century.

This paper deals with the co-reference choices of speakers of Russian as a Primary and a Secondar... more This paper deals with the co-reference choices of speakers of Russian as a Primary and a Secondary Language on an experimental basis. Syntactic positioning of the adverbial participles, the semantics of matrix verbs and the semantic ambiguity of the whole sentence are considered as factors.

Sprachliche Gesetzmäßigkeiten zu erkennen, ist eine grundlegende Kompetenz, die beim Erwerb der u... more Sprachliche Gesetzmäßigkeiten zu erkennen, ist eine grundlegende Kompetenz, die beim Erwerb der unterschiedlichsten Fremdsprachen hilft und auch zu einer besseren Beherrschung der Muttersprache führt. Anhand zahlreicher praktischer Beispiele aus verschiedenen Sprachen lernen die Leser_innen, wie sie die Sprachbewusstheit ihrer Schülerinnen und Schüler in Digital- und Präsenzunterricht fördern können. Der Workshop richtet sich an Lehramtsstudierende und Lehrpersonen aller Schularten.

The dynamics of (inter)change: a panchronic approach to discourse structuring elements based on infinite verba dicendi in the Slavonic languages, 2015

Cumulative habilitation thesis.