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

德语班的正式课程（Bildungsstandards，2003年）明确提到说标准语言是一项教育目标。然而，从语言学的角度来看，什么是标准德语还远未明确。有些人认为，高水平的变化抑制了任何合理的描述口语标准。相比之下，德国教师被期望评估学生的口语表现-也考虑他们对标准变体的掌握程度。只要语言学家不提供评估口语的标准，教师和普通说话者就会倾向于根据书面语言偏见或偏好书面语言规范的背景来判断口语表现。这种书面语言偏见也记录在许多德语教科书中，在大多数情况下，没有考虑口语研究和中介性研究的经验和理论结果。拟议项目的核心目标是（重新）构建一个经修改的、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体的特点。我们假设说话者是由实际规范的口语不同的编纂standard.The实证基础上，这一努力将是一个已经编制的语料库的课堂互动，以及全国电视谈话节目讨论的系统分析。脱口秀节目是特别有用的口语结构的分析，因为参与者可以被假定为是面向一个标准的语言使用，由于超区域和公共性质的节目-口语特定的结构发生在这样或多或少正式的谈话情况？课堂互动允许另一种视角，即教师的内隐和外显纠正可以被研究，以重建他们的规范取向。此外，标准形式和非标准形式的功能变异表明了对（存在的）规范的意识。这两种研究方法将结合在我们的项目中，以获得一个基于经验的标准语言口语的概念。该项目将侧重于在句法层面上（重新）构建口语标准，但也将考虑形态，语音和词汇方面。口语研究和中介性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.