Aspects of a pedagogical grammar based on case grammar and valence theory (Linguistische Arbeiten)

Over the past few decades, the book series Linguistische Arbeiten [Linguistic Studies], comprising over 500 volumes, has made a significant contribution to the development of linguistic theory both in Germany and internationally. The series will continue to deliver new impulses for research and maintain the central insight of linguistics that progress can only be made in acquiring new knowledge about human languages both synchronically and diachronically by closely combining empirical and theoretical analyses. To this end, we invite submission of high-quality linguistic studies from all the central areas of general linguistics and the linguistics of individual languages which address topical questions, discuss new data and advance the development of linguistic theory. ACKNOWLEDGEMENTS 1. SOME REFLECTIONS ON THE RELATIONSHIP BETWEEN LINGUISTIC THEORIES AND PEDAGOGICAL GRAMMARS 1.1 On the concept of ‘pedagogical grammar’ 1.2 Which linguistic theory? 1.3 The universality of a pedagogical grammar 2. THEORETICAL BACKGROUND 2.1 Linguistic valence — a first approximation 2.2 Thoughts on the isolation of morpho-syntactic units and their relation to semantic concepts; morpho-syntactic valence versus logico-semantic valence 3. CONTRIBUTIONS TO A PEDAGOGICAL GRAMMAR — THE APPLICATION OF THEORETICAL CONSIDERATIONS 3.1 The experimental language test in German as a research tool in the investigation of errors in the realization of logico-semantic valence 3.2 Discussion of selected verbs based on presented theoretical considerations — possible application in a pedagogical grammar 3.2.1 On the Agent-Object-Experiencer relation 3.2.2 On the Benefactive notion 3.2.3 Application of logico-semantic valence to locative verb types 3.2.4 Observations on reflexivity 3.2.5 On reciprocal verbs 3.2.6 Verbs implying time relations 3.2.7 On predicates of the type ‘be hungry’, ‘get tired of’ 3.2.8 Some thoughts on verbal prefixes like German be-, er-, ver-, zer-, and the holistic/partitive/resultative distinction 3.2.9 A new look at ‘function verb constructs’ (Funktionsverbgefüge) of the type come to a conclusion — relevance of logico-semantic valence 4. OUTLOOK 4.1 The psychological validity of the concept of a ‘conceptual composition plan’ for sentences and discourse 4.2 The ‘cyclic approach’ for the introduction of related verbs (predicates) based on logico-semantic valence 5. SUMMARY Zusammenfassung APPENDIX A: EXPERIMENTAL LANGUAGE TEST IN GERMAN APPENDIX B: ALPHABETICAL LIST OF VERBS (PREDICATES) ANALYZED AND DISCUSSED IN CHAPTER 3 BIBLIOGRAPHY ABBREVIATIONS AND SYMBOLS Some Reflections On The Relationship Between Linguistic Theories And Pedagogical Grammar -- Theoretical Background -- Contributions To A Pedagogical Grammar: The Application Of Theoretical Considerations -- Outlook -- Summary. Stefan R. Fink. Updated Version Of The Author's Thesis, Georgetown University, 1975. Bibliography: P. 172-178. The book series Linguistische Arbeiten (LA) publishes high-quality work in linguistics that addresses current issues in synchrony and diachrony, theoretically or empirically oriented.