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Bangor University
College Road
Bangor
LL57 2DG
United Kingdom
C.Krummes@bangor.ac.uk
Cedric Krummes is a research officer at Bangor University and his research interests include corpus
linguistics, language pedagogy, and Luxembourgish linguistics.
Astrid Ensslin is Senior Lecturer in Digital Humanities at Bangor University. Her research interests
include applied and corpus linguistics, discourse studies, stylistics and narratology.
Formulaic Language and Collocations in German Essays:
Introduction1
foreign language may have a reasonably good command of grammatical language in the
sense of being able to form grammatical sentences. Previous studies (e.g. Wray 2002,
Biskup 1992), however, have shown that learners do not necessarily master the
1
This study was conducted for the project “What’s Hard in German?” (WHiG), which is co-
funded by the Arts and Humanities Council (UK) and the Deutsche
They sometimes rely on overusing ‘safe’ but repetitive language strings or create
grammatically sound strings that native speakers would not, however, use. Against this
backdrop, this study explores formulaic sequences and collocations used in German
academic writing and how they can be presented as a learner-friendly resource. The
overall aim of this study is to provide an introduction to how corpus methods may be
native speakers and advanced learners. In particular, we shall focus on the production of
assignments in post-A-level German learning and teaching. This study also provides
corpus-attested data, also referred to as data-driven learning (DDL), with the help of
keywords, phrases, and examples. The four main questions this study aims to explore
include:
(1) how corpora can be used in the language classroom more generally;
(2) which formulaic sequences are found in essays written by native speakers of
German and advanced British learners, and what they tell us about native
(3) which collocations are associated with key keywords3 in German essays;
2
We acknowledge that some learners may not want to sound ‘native-like’; however, the issue of
or spoken, which is [1] stored on a computer [and as] a [2] principled collection of texts
available for [3] qualitative and quantitative analysis’. Point [1] indicates that although
texts used to be stored in paper format (e.g. Bible concordances)4, corpora are nowadays
not only stored electronically, the analyses are also done using specialised software.
Point [2] suggests that the purpose of a corpus leads to designing the corpus and the
collection of its texts. Design principles apply to general language corpora, such as the
such as the Luxembourgish Email Word Corpus (AUTHOR-1 2010). Point [3], finally,
indicates that corpus users can undertake qualitative analyses, such as determining the
meaning of words by discovering their left and right contexts. Quantitative analyses can
involve, for instance, sampling frequencies of words or word strings or determining key
word analyses by comparing and contrasting one corpus with a reference corpus.
The most popular means of visualising corpus data is the concordance. Corpus
2011) or Simple Concordance Program (Reed 2011), and commercial software, such as
result of a search item is presented in a separate line and in the middle of the software
4
Bible concordances (e.g. Strong 2010) are an index of each word used in a Bible version and
the word in question. The word in the middle is often referred to as ‘node’ whereas the
neighbouring words are referred to as left and right co-texts. The first word to the
node’s left is the L1 co-text, the second one is the L25 co-text, whereas the first word to
the node’s right is the R1 co-text, the second one is the R2 co-text, etc. The layout of
such concordances is also called ‘keyword in context’ (KWIC). There are three main
advantages of KWIC concordances over simple find functions. First, the search results
are displayed more concisely. Second, the nodes with their co(n)texts lead to easier
Another way of visualising corpus data is by compiling clusters. The WordSmith Tools
help file defines clusters as ‘a group of words which follow each other in a text’ (Scott
‘kick the bucket’, it also includes non-conventionalised sequences that occur regularly
called ‘collocates’). The Oxford Collocations Dictionary defines these as ‘the way
University Press 2002). In English, for instance, we speak of ‘tough meat’ (not ‘hard
meat’) and ‘strong tea’ (not ‘heavy tea’). In terms of corpus tools, the software can
search within the left and right co-texts of a node (usually limited to a certain amount of
words to the left and right) and compile a list of associated words. A human follow-up
analysis then sorts out the wheat from the chaff: although the word ‘hand’, for instance,
5
In this context, L1, L2 (ad infinitum) are not to be confused with L1 meaning ‘first language’
two words.
syntactic theory and lexicology. The corpus as a tool of attesting and identifying
authentic language is also important in the area of second language acquisition and
foreign language learning. Corpus methods can compare learner language with native
following section discusses further details of how corpora can be used in learning a
language.
donors of corpus data towards the creation of learner corpora, they can use corpora
themselves, and they can use corpus-attested language learning materials. Learner
corpora are ‘electronic collections of authentic [foreign or second language] textual data
acquisition or foreign language teaching] purpose’ (Granger 2002, 7). The design
criteria take into account which variables are important for the corpus: e.g. the speakers’
gender, age groups, level of education, language proficiency, class, accent, knowledge
of other languages, hearers and audience, and the situation/location where the recording
is done. If a corpus needs to represent authentic spoken language, design criteria will
exclude written texts and, ideally, oral text types that are conceptually written, such as
eulogies and some academic speech genres. Design criteria also include recording
variables as metadata for potential future searches, so that searches include looking up
words or strings of words produced by speakers of a specific gender, age or location.
(Granger 2009a). More relevant to the present study is the freely available German
(Lüdeling et al. 2008, Lüdeling 2011). In addition, learner corpora are generally
learner corpus consists of essays written about specific subjects, the control corpus will
comprise similar essays to enable researchers to compare like with like. In a contrastive
Belz and Vyatkina (2005) compiled a German learner corpus from their own
undergraduate students in order to make the students aware of their own usage of
suggests that responsibility resting on learners may increase their learning and their
DDL is taken to refer to any explicit use of corpora for foreign or second language
learning’. Some DDL is based on learners using corpora electronically or on-line; other
learners were given paper-based documents, such as KWIC concordances. For German
paper-based DDL, Möllering (2004, 238-243) produced a worksheet on the various uses
The second activity elicits the sentence position of ja for each group. It finally
introduces a new group of KWIC concordances with the modal particle ja and asks the
student to notice the type of clauses, the sentence position, the verb and the deictic
collocating with ja. Although Möllering’s (2004, 246-247) students reported difficulties
with learning to read concordances, they also reported ‘how much they valued the
explorative nature of the task, which allowed them to discover, rather than being told
about the patterns of use determining the meaning of [the modal particle]’.
This method assumes that teachers have received training in using and
interpreting DDL materials. If they haven’t, there is still the possibility of using corpus-
COBUILD dictionary (Sinclair 1987), they are also informing more and more SLA
textbooks. O’Keefe, McCarthy and Carter (2007, xi, original emphasis) state that
‘corpus information, in recent years, seems to be becoming de rigeur as the basis of the
compilation of major reference grammars, and, more and more, as the major feature of
coursebooks’. Boulton (2010a, 22), however, puts a spoke in this favourable wheel by
asking why ‘so little published material make[s] use of DDL’. He also comments that
according to his email enquiry ‘representatives of major publishers [seem] often quite
unaware of what DDL is’ (Boulton 2010a, 22). Hence, the use of corpora as a basis for
of conversations and written texts that show how people actually use English’
(Cambridge University Press 2011). McCarthy, McCarten and Sandiford (2005, 5), for
instance, show a horizontal bar chart illustrating that ‘[i]n conversation […] I’m is more
common than I am’. Further on, the textbook explains the discourse marker well and
states that, in oral conversations, it is ‘one of the top 50 words’ McCarthy, McCarten
This present paper is unreservedly in favour of DDL materials and the use of
corpora in the classroom. However, we also acknowledge that corpora are not always
user-friendly and that many teachers are ‘hostile to any use of [information and
communication technology] or CALL’ (Boulton 2010a, 3). It is for these reasons that
this paper aims to demonstrate how DDL materials can be produced with relative ease
and how flexibly they can be used in the language classroom. In so doing, we shall
Formulaic language
Wray (2002, 9) defines ‘formulaic language’ as ‘a sequence, continuous or
discontinuous, of words or other elements, which is, or appears to be, prefabricated: that
is, stored and retrieved whole from memory at the time of use, rather than being subject
to generation or analysis by the language grammar’. Examples include fixed
expressions, such as happy birthday, but also sequences that are more flexible such as
might not be aware, such as please find attached, see above, or the overall aim of this
study. The prefabricated nature of language is considerable: Erman and Warren (2000)
estimate that nearly 60% of spoken English and more than 50% of written English
consists of such diverse formulaic sequences; Altenberg (1998) even claims that 80% of
In terms of FLT and SLA, ‘formulaic language [is] the biggest stumbling block
to sounding nativelike’ (Wray 2002, ix), even, or especially, for intermediate and
(Howarth 1996, Wray 2002, Hyland 2008). Learners of greater proficiency either
produce formulaic sequences that are non-idiomatic or they produce sequences that are
grammatical but that do not ‘feel quite right’. Indeed, Pawley and Syder (1983)
demonstrate that language learners rely heavily on creativity and produce grammatically
well-formed utterances, many of which are, however, not used by native speakers.
Howarth (1996) further shows that learners combine non-native sequences with native
ones. Lüdeling (2011, 224) reinforces this by stating that it is a quantitative matter of
distribution of ‘words, phrases, sentence types or other constructions’, and not the
quality of linguistic structures, that distinguishes advanced learner from native speaker
language.
classroom settings she summarises that 1) formulaic sequences play a ‘major role' 'in
the first stages of learning’, 2) these sequences coexist ‘alongside the burgeoning ability
to create novel strings’; 3) they have a ‘patchy presence in intermediate and advanced
learners’, and 4) formulaic sequences have a ‘full presence by the time a learner
achieves native or near-native competence’. It is during the ‘formulaic dip’ that learners
yet non-formulaic language. A similar ‘collocational dip’ exists too; Biskup (1992)
reports that Polish and German advanced learners of English could not always provide
different foreign teaching methods. This present study, however, is not concerned with
the actual language learning levels of formulaic sequences and collocations, although
Collocations
As already defined above, collocations are ‘arbitrarily restricted lexeme combinations
such as make a decision or fully aware’ (Nesselhauf 2005, 1). Their importance for
linguistic theory and language teaching has been recognised in recent years (Cowie
1998, Lewis 2000, Nesselhauf 2005, Schmitt 2004; Meunier and Granger 2008).
Collocation dictionaries, primarily aimed at learners, are slowly catching up too: for
English, there are the Oxford Collocations Dictionary (Oxford University Press 2002),
the Macmillan Collocations Dictionary (Macmillan Publishers 2010), and the online
GDEX Demo Dictionary (Kilgarriff 2008-2011, based on Kilgarriff et al. 2008). For
French there is the Lexique actif du français (Mel’cuk and Polguère 2007) and the
there is the Wörterbuch der Kollokationen im Deutschen (Quasthoff 2011), and for
(Bosque 2005).
What collocation dictionaries have in common is that their entries are content
words, usually nouns, adjectives, verbs, and adverbs. Entries are never defined as they
are in monolingual dictionaries, and collocations are not given in alphabetical order, but
rather in word categorical sections, i.e. adjectival collocations, verbal ones, modifier,
prepositional phrases, etc. The entry of Küche ‘kitchen’ , for instance, in Quasthoff
Küche die
Raum
renovieren
offen
Essen
The dictionary first distinguishes between the kitchen as a room or as the cuisine of a
specific area. It then goes on and lists which verbs (‘V’) and adjectives (‘A’) collocate.
Verbs are given for the Küche for which the noun is used in the nominative case
(‘Nom.’) and in the accusative case (‘Akk.’). The Küche room can thus blitzen ‘sparkle’
when it is in the subject position and somebody can ausstatten ‘fit’ or putzen ‘clean’ a
Küche when it is in the direct object position. Adjectives include, for instance, winzig
‘tiny’ or blitzblank ‘spotless’. Collocates are here sorted out thematically between black
small squares (▪) whereas within topics they are listed between interpuncts (·).
in academia, Quasthoff (2011) may well be the first German publication addressing the
speaking learners of German reveals that they either concentrate on grammar (see
Durrell 1996, Fehringer 2002) or vocabulary (see Lanzer and Parikh 2001). They do
not, however, tend to address the formulaic and collocation ‘dip’, with the exception of
Rankin and Wells (2004, 268), who include, for instance, a short section on ‘Expressing
Your Own Views’ and provide the phrases ich finde, (dass) ‘I think (that)’, ich glaube,
(dass) ‘I believe that’, meiner Meinung/Ansich nach ‘in my opinion’, and ich halt es für
‘I believe it is’. Our own previous analysis (AUTHOR-1, Jaworska and AUTHOR-2 in
preparation) confirms that writing German essays does indeed require the systematic
The following sections will discuss the processes followed in this study to teach
formulaic language and collocations in a way that is more learner and classroom-
Methodology
This present study makes use of two German essay corpora: Falko-L1 (Lüdeling et al.
2008), a native speaker corpus, and WHiG (see AUTHOR-1, Jaworska and AUTHOR-2
consists of 116 essays and 77,357 tokens; WHiG, on the other hand, is still a growing
corpus: the version used for this study consists of 173 essays and 91,103 tokens. The
first step was to create an index in WordSmith Tools (Scott 2008) for each corpus, from
which 3-word clusters and 4-word clusters were extracted. To prevent idiosyncratic
uses, each cluster had to occur at least five times across a minimum of five essays. From
this extracted list of clusters, two types were manually filtered out: the first type was
clusters that were exact replicas of the essay topic given to participants, whereas the
second type were clusters that were semantically empty yet frequent enough to be on
the list (e.g. zu machen und ‘to make and’, sie in der ‘they in the’).
The clusters retained for analysis were categorised according to their function in
the essay (see Biber, Conrad and Cortes 2004, Hyland 2008, Juknevičienė 2009, and
Simpson-Vlach and Ellis 2010): 1) referential clusters i.e. bundles related to physical/
Welt ‘in the (whole) world’), 2) (essay) discourse-structuring clusters i.e. text
organisation (e.g. in diesem Aufsatz (werde ich) ‘in this essay (I will)’), and 3) stance-
certainty/uncertainty (e.g. man könnte sagen ‘one could say’) (see AUTHOR-1,
sequences). Table 1 below provides examples of the most frequent 3-word discourse-
Falko-L1 und es gibt/ natürlich ... gibt es (aber) ‘and/of course there also exists
(es stellt) sich (nun) die Frage ‘this raises (now) the question’
auch/aber/noch
kann/könnte/möchte/muss/sollte to/must/should’
devices, such as an dieser Stelle ‘at this point’, whereas British learners in WHiG prefer
essay (I will)’. An dieser Stelle pinpoints exactly the passage relevant to the argument
diesem Aufsatz (werde ich) points out larger groups of texts or arguments to the reader
Meinung/Überzeugung/Ansicht, dass
learners) ich/bin/viele Leute / bin/ich/sind der ‘I/a lot of people think that’
Meinung, dass
(auch)
Table 2 above shows that British learners in WHiG tend to use more impersonal stance-
expressing clusters than native speakers in Falko-L1. Both corpora attest meiner
Meinung nach ‘in my opinion’, however, only native speakers of German use the non-
ambiguous, emphatic clusters, auf jeden Fall ‘by all means’ and auf keinen Fall ‘by no
means’. British learners, on the other hand, show a larger variety of stance expressions
with modal verbs kann ‘can’, könnte ‘could’, and muss ‘must’.
Contrasting native German clusters with learner clusters shows that learners not
practices of the target academic community too (see Kaiser 2002, Hyland and Tse
devices, such as in diesem Aufsatz (werde ich) ‘in this essay (I will)’ and cautious-
language stance expressions, such as es ist nicht möglich zu sagen, dass ‘it is not
Preparation of handouts
Taking into account Boulton’s (2010a) observations that using corpora can be difficult
in classroom settings and Kilgariff et al.’s (2008, 6) comment that ‘[t]he bald fact is that
reading concordances is too tough for most learners’, we prepared classroom handouts
based on our corpus findings. In doing so, we took into account that 1) teaching
3) providing a good number of examples is important. Webb and Kagimoto (2011, 270)
effective to learn multiple collocates for a small number of node words than to learn a
smaller number of collocates for a larger number of node words’. Similarly, they write
that ‘it may be more effective to focus on a smaller number of words but to learn more
about those words’. Taking these recommendations on board, this present study coins
the ‘5-5-5’ method of formulaic language and collocations: 1) the handout should cover
5 main words (keywords or node words), 2) each main word should be used in 5
different phrases (with different collocations, with a different formulaic language), and
3) each phrase should include 3-5 examples to provide learners with enough context.
The five keywords or node words detailed in the handout were Zweck ‘purpose’,
Beispiel ‘example’, Erachtens6 ‘opinion’, laut ‘according to’, and Fazit ‘conclusion’
and were chosen for their universally communicative functions in most academic
German writing. The following Table 3 shows which collocations and formulaic
language were selected to occur with each key/node word. In order to avoid any jargon,
Keyword Phrases
z.B.
beispielsweise
m.E.
6
Erachtens is the genitival form of Erachten and the word form is only relevant as a fixed
nach Ansicht
laut Statistik
Berichten zufolge
Angaben zufolge
Fazit ziehen
Although the 5-5-5 method tries to find five phrases for each keyword, Table 3 shows
that this is not always the case as some keywords, such as laut ‘according to’, are only
used in one specific formulaic sequence associated with quoting other sources. Instead,
another keyword, zufolge ‘according to’ is used to equip learners with more vocabulary.
Similarly, Erachtens ‘opinion’ is only used in its genitival form (as an acronym or not),
thus three more phrases with Ansicht ‘view, opinion’ are given.
Table 3 shows which keywords and phrases are explicitly recommended. It does
not, however, illustrate which keywords and phrases tend to be overused or misused by
diesem Aufsatz (werde ich) ‘in this essay (I will)’ already detailed in Table 1. The
phrase zum Beispiel ‘for example’ is also overused by learners, which is why the
handout lists options, such as the acronym z.B. and adjectival beipielsweise. Genitival
Erachtens is meant to replace the overused meiner Meinung nach ‘in my opinon’ (see
Table 2). In the classroom, the overused structures are flagged as ‘overused’ to students
and alternative phrases are presented in order to make the students’ writing more
In order to help learners familiarise themselves with the phrases, the handout
asks them to search for phrases in a web search engine and compare the results. This
lay-corpus activity increases the learners’ awareness of phrases and how frequent they
are. The activity following this asks them to find online examples of the phrases and
look them up in bilingual dictionaries. A follow-on activity uses a cloze test to illustrate
the phrases with associated collocations or related phrases, such as sich mit … befassen
‘to deal with/address …’. The handout’s penultimate activity, before asking students to
try out their own sentences, is to improve German sentences (phraseologically and
While this type of handout seeks to integrate as much authentic data as possible,
it also endeavours to give examples that are intelligible within one sentence (without
Workshop surveys
In order to impart knowledge gained from the corpus research, we organised workshops
with students at Bangor University (Wales) and at the University of Leeds. In these
workshops, we presented students with said keywords, phrases, and various activities.
that German native speakers [use]’ (contrasting learner language with native language)
student comment: ‘[The most useful thing about the workshop is] [c]learly pointing out
the differences between native German speakers writing style and German learners
writing styles, it is good to know what not to do and what we should be doing instead’.
The main drawback of the workshops was the somewhat naive expectation that
participants would readily use their mobile devices to search for examples online. Some
participants reported not owning an Internet-enabled mobile device and one participant
found inputting the phrases too difficult on their mobile. It was our assumption that
most (if not all) university students had smartphones or Internet-enabled (3G) mobile
phones. In retrospect, it has to be conceded that only 50% of 15-43 year olds can be
expected to use their mobile phones to access the internet (cf. Ofcom 2011, 301). .
Although our idea to make the workshops more hands-on by asking students to use their
Whereas the workshops assumed that all activities could be undertaken in class,
one student commented that they ‘could have picked up the sheet and read it at home, as
all the info was on it, there was nothing extra given during the hour’. Taking this
participant’s comment into account, the worksheet was modified so as to explain the
concept and reasons of using formulaic sequences and collocations as a way to produce
native-like structures in German. At-home activities also meant offering fewer open-
ended activities, such as offering cloze texts, and by indicating that the cloze passages
(where the text colour was changed to white) can be copy-pasted into a different
document to reveal the keys. The 5-5-5 method was also implemented for the at-home
worksheet, as the original in-class workshop handouts contained 13 main words and
their phrases, which we reduced to one main word to be used in introductions, three
words for the main body, and 1 word for the conclusion. Because the worksheet elicits
students’ own writing, language instructors can incorporate feedback session into their
classroom hours. Other at-home activities, however, meant offering fewer open-ended
activities, such as offering cloze texts, and by indicating that the cloze passages (where
the text colour was changed to white) can be copy-pasted into a different document to
Recommendations
When developing materials on collocations and formulaic sequences, instructors will
first have to decide for themselves whether they will teach them explicitly or elicit the
knowledge from the learners. The former has, for instance, been adopted in Möllering
(2004), whereas the latter is suggested in Webb and Kagimoto (2011). The second
choice to be made is about the materials themselves. Similar to Kilgariff et al.’s (2008)
discussion on what a good example is, instructors will have to make a decision whether
or not they want to paraphrase some of their sentences, adopt a contemporary spelling,
reword or even change the context. Following Boulton (2010a), learners and instructors
might not be familiar with corpus techniques including KWIC concordances. Hence,
more traditional prosaic, listed style. If learners are unfamiliar with corpus tools or even
recommend avoiding technical jargon and use more common terms, such as ‘words’,
‘phrases’, ‘expressions’, or more neutral coinages, such as ‘2-word expressions’, ‘3-
avoiding the term ‘corpus linguistics’ by simply using ‘language tools’ with her classes
they would have to guess the (blank) node word or guess the meaning/translation of it;
they could be presented with one core word and guess the right collocations; similarly
they could guess the correct headword based on given collocates. Another fruitful idea
is to ask students to rectify (authentic or not) unidiomatic sentences using the correct
Conclusion
As we have seen in this paper, formulaic sequences and collocations become an
important didactic need for advanced language learners. During this formulaic and
collocational ‘dip’, a previous study has found that advanced learners of German
overuse ‘safe’ formulaic sequences, but also non-idiomatic ones. Based on that
handout that explicitly presents formulaic sequences to our learners, which they could
use in most of their German academic writing. Our coined method, the 5-5-5 method,
only teaches 5 main words, which are used in 5 different phrases each, and for each
phrase 3-5 examples are given. Further activities include comparing frequencies of
phrases in an online search engine, completing cloze passages, and rectifying authentic
learner passages from our corpus WHiG. The biggest challenge, however, is for
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Appendix: Worksheet developed based on WHiG findings
Introduction
What this handout is about
We have compared over 300 essays written by British students of German and native
speakers of German. By pooling this data, we identified patterns where British essays
differ from German ones. This handout gives you 5 keywords with phrases that you
should consider using in your own essays. Think of them Textbausteine (“boilerplate”)
which you can reuse in your writing.
ZWECK
When to use Zweck
Use the phrases with Zweck to discuss the aim of your essay or introduce the topic of
your essay. Use phrases with Zweck in introductions.
Tallying phrases
In your search engine, type in the following phrases (complete with double quotes) and
take a note of the search results, which indicate roughly how frequently a phrase is used,
compared to other, similar phrases.
Looking up examples
In your search engine, type in the phrases from above (complete with double quotes)
and write down a few examples. Use dictionaries, such as http://dict.leo.org/,
http://www.linguee.de/, or http://mymemory.translated.net/, to get the full meaning.
Remember that you can search for phrases by putting them in between double quotes:
"Der Zweck dieses".
Fill in the blanks
Fill in the blanks7 with the following words: Debatte, ziehen, befassen, beleuchten,
darzustellen. Notice which verbs you can use with Zweck.
1. Es ist der Zweck dieses Aufsatzes das Thema Feminismus zu beleuchten.
2. Der Zweck dieses Aufsatzes ist die Debatte über Sozialnetwerke und
Arbeitsaufschiebung.
3. Der Zweck dieses Aufsatzes ist es, die Entwicklung des Euros darzustellen.
4. Der Zweck dieses Aufsatzes besteht darin, einen Vergleich zwischen der Kultur in
Deutschland und Österreich zu ziehen.
5. Der Zweck dieses Aufsatzes ist es, sich mit den Bibelübersetzungen im Deutschen
zu befassen.
7
You can copy-paste the blank passages into another text document to reveal the keys.
z.B.
· Die Trocknung macht die Pilze zu perfekten Zutaten in Fleischfarces (z.B. für
gefüllte Perlhuhnsupremes) oder Spätzle (als Wild-Beilage).
· Wenn es sich tatsächlich um identische Bakterien handelte, dann können sie
eigentlich nur über das Personal oder eine gemeinsame Quelle wie z.B.
medizinische Geräte übertragen worden sein.
· Man sollte durch eine Neuverteilung der Steuerquellen, z.B. der Umsatzsteuer, die
Finanzkraft der Bundesländer stärken.
beispielsweise
· So lassen sich beispielsweise Wiedergabelisten programmieren.
· Daneben gibt es beispielsweise noch ein Aussteigerprogramm des
Arbeitsministeriums.
· Der YouTube Benutzer „F6S6M6“ schreibt beispielsweise: „eines Tages werden wir
uns rächen“
Looking up examples
In your search engine, type in the phrases from above (complete with double quotes)
and write down a few examples. Use dictionaries, such as http://dict.leo.org/,
http://www.linguee.de/, or http://mymemory.translated.net/, to get the full meaning.
Remember that you can search for phrases by putting them in between double quotes:
"nehmen wir beispielsweise".
Fill in the blanks
Fill in the blanks with the following words: zitiertes, typisches, angeführte, weiteres
markantes. Notice the variety of adjectives you can use with Beipiel.
1. Betrachten wir noch einmal das bereits angeführte Beispiel von germanischen und
romanischen Sprachen.
2. Ein besonders markantes Beispiel stellt in dieser Hinsicht der Erste Weltkrieg dar.
3. Trotzdem muss es den Menschen, die in einer Diktatur leben, nicht zwangsläufig
schlecht gehen. Ein oft zitiertes Beispiel hierfür ist der Stadtstaat Singapur. Die dort
geltenden Gesetze sind sehr streng und sehen in der Regel auch für kleinere
Vergehen sehr harte Strafen vor.
4. Telekom, ein typisches Beispiel für eine Shareholder-Value-
Unternehmensstrategie: Es geht nur noch um die Steigerung der Dividenden!
5. Es gibt für jedes Problem eine Lösung. Wir möchten Ihnen dabei helfen. Hier finden
Sie ein weiteres Beispiel.
m.E.
· „Würden alle Doktorarbeiten i.d. Bundesrepublik überprüft, würden m.E. ca. 50%
aller Doktorarbeiten aberkannt, und kein Mitglied des Bundestages hätte einen
Doktortitel mehr…”, schreibt ein Leser.
· Und dass die Leute kein Geld haben: Das liegt m.E. heute ganz stark daran, dass
keiner mehr auch nur im Geringsten die Neigung oder auch nur die Fähigkeit zu ein
wenig Sparsamkeit hat.
· Der Gedanke, den Entwicklungsländern mehr durch Handel zu helfen, ist alt und ist
immer wieder und m.E. mit besserer Begründung als hier vorgetragen worden.
·
meiner Ansicht nach
· Meiner Ansicht nach finden Menschen mit Behinderung nach wie vor leider keine
gleichwertigen Lebensbedingungen in der Gesellschaft vor.
· Meiner Ansicht nach tragen die Christen "ihr" Kreuz wie ein Brett vor dem Kopf.
· Das Ausmaß des Schadens, den dieser 24 Jahre alte Deutsche der Psyche der Bürger
Los Angeles zufügte, rechtfertigt meiner Ansicht nach eine lebenslange Strafe.
nach Ansicht
· Nach Ansicht der Kritiker hat die Regierungsmehrheit die Rechte des
Verfassungsgerichts eingeschränkt und die Unabhängigkeit von Justiz und Presse
eingeschränkt.
· In den Vereinigten Staaten dürften sich die Aktien nach Ansicht der Analysten im
nächsten Jahr besser entwickeln.
· Die Kurse werden nach Ansicht von Experten auch in der kommenden Woche stark
schwanken.
Tallying phrases
In your search engine, type in the following phrases (complete with double quotes) and
take a note of the search results, which indicate roughly how frequently a phrase is used,
compared to other, similar phrases.
Laut Statistik
· Jeder künftige Besucher lasse laut Statistik 200 Euro in der Stadt, so dass sich das
Museum schnell refinanziere.
· Laut Statistik rauchten die Deutschen 2008 täglich 240 Millionen Zigaretten, das
sind 141 Millionen weniger als noch im Jahr 2000.
· Berlin ist die Hauptstadt der Singles: Fast eine Million Berliner leben laut Statistik
allein.
Berichten zufolge
· Der italienische Lebensmittelkonzern Parmalat hat die Staatsanwaltschaft Berichten
zufolge jetzt offiziell Ermittlungen gegen sieben Banken eingeleitet.
· Berichten zufolge folterten die Kämpfer beider Seiten und feuerten Mörsergranaten
in zivile Wohngebiete.
· Und in der Schweiz waren den Berichten zufolge rund 1000 Haushalte für einige
Minuten ohne Strom.
Angaben zufolge
· Den Angaben zufolge kamen dabei mindestens 45 Menschen ums Leben.
· Etwa 60 % der Befragten sind den Angaben zufolge zwischen 20 und 50 Stunden
pro Woche als freiberufliche Übersetzer und Dolmetscher tätig.
· Seinen Angaben zufolge ist das Wort sowohl in den gängigen Dialektwörterbüchern
belegt als auch in persönlicher Informantenbefragung als geläufig ermittelt.
Tallying phrases
In your search engine, type in the following phrases (complete with double quotes) and
take a note of the search results, which indicate roughly how frequently a phrase is used,
compared to other, similar phrases.
Looking up examples
In your search engine, type in the phrases from above (complete with double quotes)
and write down a few examples. Use dictionaries, such as http://dict.leo.org/,
http://www.linguee.de/, or http://mymemory.translated.net/, to get the full meaning.
Remember that you can search for phrases by putting them in between double quotes:
"Berichten zufolge".
Fazit ziehen
· Welches Fazit ziehen wir aus diesen Überlegungen? Europa und die USA bleiben
durch gemeinsame Werte miteinander verbunden.
· Aus dem bisher Dargestellten lässt sich das Fazit ziehen, dass die befragten
Lehrerinnen von den elf Schulen für Körperbehinderte in NRW der Sexualität bzw.
der sexuellen Entwicklung ihrer Schülerinnen positiv und bejahend gegenüber
stehen.
· Lediglich Inge Hoberg und Kay Trossen ziehen das Fazit, dass das Referendariat für
sie wenig hilfreich gewesen sei, weil es sie auf die für sie relevanten Aspekte des
Lehrerseins nicht vorbereitet habe.
Tallying phrases
In your search engine, type in the following phrases (complete with double quotes) and
take a note of the search results, which indicate roughly how frequently a phrase is used,
compared to other, similar phrases.
Looking up examples
In your search engine, type in the phrases from above (complete with double quotes)
and write down a few examples. Use dictionaries, such as http://dict.leo.org/,
http://www.linguee.de/, or http://mymemory.translated.net/, to get the full meaning.
Remember that you can search for phrases by putting them in between double quotes:
"generell lässt sich sagen".