Spoken standard. Linguistic studies on spoken German with regard to didactics

德语课程的正式课程（教育标准，2003）明确提到以标准语言说话作为教育目标。然而，从语言学的角度来看，标准德语是什么还远不清楚。一些人认为，高度的差异阻碍了对口语标准的任何合理描述。相比之下，德国教师则要评估学生的口语表现，同时还要考虑他们对标准口语的掌握程度。只要语言学家没有提供评估口语的标准，教师和普通的说话者就会倾向于在书面语言偏见或对书面语言规范的偏好的背景下判断口语表现。这种书面语言偏见也记录在许多德国教科书中，在大多数情况下，这些教科书没有考虑到口语研究和媒介研究的经验和理论结果。该项目的核心目标是（重新）构建一个经过修改的、基于使用的标准语言概念，同时考虑到口语的变化和特定媒介的特征。我们假设说话者隐含地受到与成文标准不同的口语实际规范的指导。这一努力的经验基础将是对已经汇编的课堂互动语料库以及全国电视谈话节目讨论的系统分析。脱口秀节目对口语结构的分析特别有用，因为由于节目的超区域和公共特征，参与者可以被认为是面向标准语言使用的——在这种或多或少正式的谈话场合中，哪些口语特定结构会发生？课堂互动允许从另一个角度来研究教师的内隐和外显纠正，以重建他们的规范取向。此外，规范形式与非规范形式的功能差异表明了（生存）规范意识。这两种研究方法将在我们的项目中结合起来，以获得一个基于经验的口语标准语言概念。该项目将侧重于句法水平上口语标准的（重新）构建，但也将考虑形态学、音系和词汇方面。口语研究和媒介研究的基本见解需要应用于语法和语言教育。

The formal curriculum for German classes (Bildungsstandards, 2003) explicitly mentions speaking in the standard language as an educational objective. From a linguistic perspective, however, it is far from clear what standard German is. Some argue that the high level of variation inhibits any reasonable description of a spoken standard. German teachers, in contrast, are expected to evaluate the oral performance of pupils - considering also their mastery of the standard variety. As long as linguists do not provide criteria for the assessment of spoken utterances, teachers as well as ordinary speakers will tend to judge spoken performances against the background of a written language bias or a preference for written language norms. This written language bias is also documented in many German textbooks, which in the most cases have not considered the empirical and theoretical results of spoken language research and mediality studies. It is the core objective of the proposed project to (re-)construct a modified, usage-based concept of standard language, taking into account the variation and the medium-specific characteristics of spoken language. We assume that speakers are implicitly guided by actual norms of spoken language differing from the codified standard.The empirical basis for this endeavour will be the systematic analysis of an already compiled corpus of classroom interactions as well as national TV talk show discussions. The talk shows are especially useful for the analysis of spoken language constructions because participants can be assumed to be geared to a standard language use due to the supra-regional and public character of the show - which spoken-language-specific constructions occur in such more or less formal talk situations? The classroom interactions allow for another perspective insofar as the implicit and explicit corrections of the teachers can be studied in order to reconstruct their norm orientation. Moreover, the functional variation of standard and nonstandard forms indicates the awareness of (subsistent) norms. These two research methods will be combined in our project in order to attain an empirically based concept of spoken standard language. The project will focus on the (re-)construction of a spoken standard on a syntactic level but will also consider morphological, phonological and lexical aspects. The essential insights of spoken language research and mediality studies need to be applied to grammar and language education.