Seminararbeit

Seminar: Seminartitel

Leitung: Dozent

WS 2014/15, Universität Hamburg

A termpaper template

with hints about structure, quoting, citing and referencing

Mein Name

[Matrikelnummer]

[Fachsemester, Studienfächer]

[Datum]

Contents

1. Introduction 1

2. Structure and Sections of a term paper 1

3. Formatting 7

3.1. Technical issues 73.2. Other formatting and typographic details 7

4. Quoting and references 8

4.1. Inline quoting formalities 84.2. Bibliographical styles 94.3. Techniques of quoting - do’s and don’t’s 104.4. Quoting second-hand 12

5. Conclusions 14

6. References 15

7. Plagiats- und Urheberrechtserklärung 16

Abstract

An Abstract should summarize the entire paper, i.e. it should contain the re-

search question and mention the data sources as well as the main findings and

the gist of the interpretation of the findings. In terms of formatting, the Abstract

should be indented on both sides by 1cm and the font should be 1pt smaller than

the regular text and be indented by 1cm on both sides.

1. Introduction

This document was originally created by Lukas Pietsch and subsequently revised by

Martin Schweinberger. It is designed as a general guide and a formal model for writ-

ing term papers in English linguistics. While it contains (hopefully) useful informa-

tion about formatting, structuring, quoting, and other issues, its own layout can be

itself used as a model for your own work. The paper is organised as follows: in sec-

tion 2, the paper discusses issues relating to the structure and general content of the

typical sections of term papers, while some technical and typographical instructions

for formatting are presented in section 3. Section 4 addresses the issue of quoting and

providing references on a more general level.

2. Structure and Sections of a term paper

The following section will describe and discuss the typical structure and the content

of the sections found in empirical term papers in English linguistics. Before going

into detail, some general remarks are in order. Please re-read your paper carefully. In

fact, the best approach is to have someone else proof-read your paper – this holds

true, especially, if you are not a native speaker. In addition, avoid subjectivity and

value judgements (!) as a term paper should focus on the topic (not you) and should

be intersubjective, i.e. other researchers should read it as a report on the (empirical,

data-based) findings of a study of a certain phenomenon. Avoid the impulse to con-

duct research in order to support or confirm your own political or moral opinions.

1) Title Page

The tile page should contain the title of the term paper, the date, and all in-

formation necessary to identify the author of the term paper, and the seminar

for which the term paper is written. The title page of this document can serve

as a guideline of how a proper title page may look like. The title page does

not contain page numbers.

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2) Table of Contents

The table of contents displays the sections of the term paper and does not con-

tain page numbers (if you absolutely need to include page numbers, please

use roman numerals). You should create an automated table of contents as

this will spare you a lot of trouble in case you need to change the structure of

the paper or shift sections around.

3) Abstract

An Abstract should summarize the paper as a whole, i.e. it should contain the

research question and mention the data sources as well as the main findings

and the gist of the interpretation of the findings. In terms of formatting, the

Abstract should be indented on both sides by 1cm and the font should be 1pt

smaller than the regular text and be indented by 1cm on both sides.

4) Introduction

An introduction should introduce the topic of the term and also provide ex-

amples of the phenomenon that you are investigating. In addition, the intro-

duction should state why you are analysing the phenomenon at hand and what

motivates the research question of this paper. Be careful though, research is

typically motivated by another study that you intend to replicate. Also, the

hypothesis is stated in one form or another in the introduction – typically at

the end of the introduction.

5) Overview of Previous Research

This section provides an overview of what has so far been stated about the

phenomenon you are investigating or it may be used to introduce and explain

concepts that are relevant to your approach on the phenomenon at hand.

Please state explicitly what a previous study found and do not just mention

that there was a study that investigated the phenomenon.

6) Data and Methodology

The data and methodology section usually describes the data sources and the

methodology that you have used to investigate the phenomenon. For instance,

if you have used a corpus to analyse some linguistic feature, this section

would provide information about the corpus data such as which time periods

and which regional variety do the data represent, etc. Typically, this section

would provide tables provide an overview of you data (cf. Table 1).

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Table 1: Overview of the data set before, during, and after data editing and cleaning.

Data Speakers

(N)

Words

(N)

Speech Units

(N)

eh

(N)

All spoken files 1,085 653,186 68,189 421

Only private dialogue 250 213,555 31,544 410

Only private dialogue with complete

cases (Age, Gender, Ethnicity, Occu-

pation type)

140 130,960 17,770 217

You can also discuss why the data is appropriate for your investigation or

which weaknesses and shortcomings it may have. In terms of methodology,

this section should provide information that would enable a well-informed

linguist to replicate your study.

7) Results

The results section should display the results. The data are typically summar-

ized in form of tables and graphs. Be careful though not to interpret the tables

and graphs as this will be part of the discussion. The results section simply

serves as a neutral display of findings and your evaluation of the findings

should be kept separately as your findings might still be useful for someone

even though this person does not share your interpretation of the data/results.

3

A brief note on tables and figures is in order here: always label your tables

and graphs and describe what they show below or above the display. You

should, of course, also label the axes of you graphs and use a legend as the

reader should be able to understand the graph without reading the text.

If you want to include several figures in your term paper, it is advisable to use

a table. In this table, you include a figure (and its description) in each cell (cf.

Figure 2 and Figure 3).

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Figure 1: This is figure 1 which serves as an example for a graph.

Try to avoid having a table and a graph in succession without any text

between them – always try to include some description or section of text

between displays. Also, tables should never be torn apart! To avoid tearing

tables apart, you can e.g. include a “Seitenumbruch” or you can simply in-

clude line breaks (including line breaks is not very neat, but it can sometimes

help as it does not affect the formatting of the “Table of Contents”).

Table 1: This is an example for a table.

  Feature A Feature B    N % N % Total1800-1849 35 14.00 90 36.00 1251850-1899 55 22.00 70 28.00 1251900-1949 70 28.00 55 22.00 1251950-1999 90 36.00 35 14.00 125Total 250 100.00 250 100.00 500

As you can see, headers for tables are typically placed above tables while

headers for figures are typically placed below the figure. Also use broad lines

(2¼ Pt.) to separate your table from the text and use thin lines to separate

headers from content (¼ Pt.).

8) Discussion

The discussion represents the heart and soul of your paper as it serves to

provide the interpretation of your findings. The discussion should also relate

your findings to what has been said about the phenomenon you investigate in

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Figure 2: eh by age group in New Zealand English. Figure 3: eh by gender in New Zealand English.

the research literature and explain the repercussions of your findings. Prob-

ably the most important aspect of the discussion is to evaluate your findings

critically, i.e. discuss weaknesses of your study and state what would have

improved the study at hand. Even if you do not agree with the outcome of

your study (for whatever reasons), try to be as objective and thorough as pos-

sible. It is absolutely imperative that you relate your discussion to your hypo-

thesis. Please re-read your discussion and only include sentences that are dir-

ectly linked to your research question.

9) Conclusion

The conclusion does not introduce anything new as it simply serves to sum-

marize the main points of your discussion – it should serve as a brief sketch

of the main findings and your interpretation of them.

10) References

The references contain all and only sources that you mentioned in your paper.

They do not contain literature or other studies that might be relevant to under-

stand the phenomenon but they simply serve to enable other researchers or

your lecturer to check what you have stated (about others). To see how to

format your references, have a look at section 4.2.

11) Plagiarism Note and (optionally) Copyright Note

This part of your paper is simply a formal requirement. In case you want to

enable us to use your paper for research and teaching purposes, then please

sign the copyright statement in addition to the plagiarism note.

12) Appendix

The appendix should contain everything that is part of your paper but does

not fit into the main body of the paper such as additional tables and over-

views, tables summarizing statistical outcomes, diagnostic plots, etc.

3. Formatting

Try to avoid having two headers in succession without any text between them.

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3.1. Technical issues

This document is formatted in the following way. Page layout: page margins top

2.5cm, bottom 2.5cm, left 3cm, right 3.5cm (i.e. text area 14.5cm by 24.5cm). That’s

about 37 lines, 450 words per page. Page numbering bottom left, starting with the

first page of text. Text settings: Times New Roman (do not use more than one font!),

body text 12pt, 1.5-spaced; other text 11pt, single-spaced. With the exception of the

first paragraph after a heading or quotation, the first line of paragraphs is indented by

0.6cm. The text is aligned left and right.

In order to use the same settings in your own document, you can use this docu-

ment as a template by saving it and deleting all the text in its main part. Then, when

writing your own text, use styles (“Formatvorlagen”) consistently for formatting.

Never enter formatting such as font, size, bold etc. manually, but select the right

paragraph type from the styles dropdown box. Use the following styles: Überschrift

1 – Überschrift 3 for chapter headings. Textkörper for the first (unindented) para-

graph of text after a heading, example or block quote. Textkörper-Erstzeileneinzug

for all other paragraphs of body text. Blocktext for long quotations. Example for

numbered linguistic examples, and Example2 for the second and subsequent in a row

of numbered examples, as in (1). Bibliography for the bibliographic entries in your

reference section.

(1) a. *Dies ist ein Beispieli das ich nicht weiß wo i hingehört.

b. *This is an examplei that I don’t know why I even included i.

3.2. Other formatting and typographic details

Use special typographical markings consistently. Italics (with no quotation marks)

are used for words or expressions you are talking about (quoted words or short ex-

ample expressions in the text). Italics are also used for book and journal titles, espe-

cially within the bibliography, and for foreign or technical terms when you are expli-

citly talking about them (not when you are just using them), e.g. when you introduce

and define them for the first time:

Klein (1994) introduces the term topic time for what scholars in the tradition of Reichen-bach have called reference time.

Finally, italics may also be used for giving special emphasis to a word (but use this

very sparingly!)

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As for quotation marks, double quote marks should be used for text verbatim

quoted from somebody else (within the text). Double quote marks are also used

around the titles of articles, manuscripts, internet pages etc. in the bibliography.

Single quote marks are used for quotations within quotations, and for descriptions of

the meaning of a term, or translations of a non-English example sentence. Example:

The English word have once only had the meaning of ‘possess’, but later came to be used also as an auxiliary to form the perfect. […] French, too, uses the auxiliary avoir (‘have’) to form a perfect.

Try to avoid verbal quotes – instead try to express the ideas in your own words and

cite the reference at the end of the respective sentence. If you have to quote longer

passages of text (more than two lines), then instead of inline quoting with quotation

marks, you should use block quotes (indented paragraphs) with no quotation marks,

as above.

A special case, especially in syntax papers, are linguistic example sentences. If

you quote linguistic material that is too long to be placed inline in the text without

interrupting the flow of text too much, then place it in a paragraph of its own. In this

case, always provide numbering in brackets, and refer to it in the text by quoting the

number, as in (1) or as in (1) above, repeated here as (1) for convenience:

(1) Which example sentencei did you say Mary hoped that John would include i in his term paper?

(1) a. *Dies ist ein Beispieli das ich nicht weiß wo i hingehört.

b. *This is an examplei that I don’t know why I even included i.

4. Quoting and references

The following section discusses matters of quoting and references. Also: as stated

above, try to avoid having two headers right below each other.

4.1. Inline quoting formalities

There are different conventions about how to give references. They can be divided

into two general styles: the footnote style and the inline style. In linguistics, the in-

line style is preferred. Please use it consistently in your term papers. Also, always

provide the reference when you state something that is not general knowledge or not

your own idea. Avoid referring to the titles of studies or the first names of authors.

Within the text, identify all sources in the format “Author (Year: Pages)”, or, if

the whole reference is parenthetical within the text, “(Author Year: Pages)”. Ex-

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amples:

Filppula (1999: 32–33) discusses the question of how uniform Irish English dialects are among each other, quoting contributions by Harris (1984), Kallen (1994), Henry (1977) and others.

… It has been said that “perhaps the most remarkable feature of the present-day Anglo-Irish dialects is their relative uniformity” (Bliss 1977: 18).

Always provide page numbers in these inline references if you are referring to a spe-

cific claim or idea of the author. You may omit them only if you are referring to the

work as a whole or to a very general summary of its ideas as a whole.

These inline references should be complete but as brief and unobtrusive as pos-

sible. Do not include additional material (First names, abbreviations for “p.” or “S.”,

titles of works) in them.

Do not also provide a footnote if you have already identified a source inline.

Footnotes are used only in rare cases, for additional information that is necessary for

the reader but would distract too much from the main line of argument if placed in

the text.

Every source that has been mentioned in the text, including works that you

haven’t read yourself but only refer to second-hand, must be listed in the reference

list at the end of the paper, with full bibliographical information. This also applies to

internet sources or similar material.

4.2. Bibliographical styles

There are a huge number of different ways to format a bibliography. They can again

be divided into two principal systems: the Author–Year–Title system and the Au-

thor–Title–Year system. Apart from that, they only differ in the use of punctuation

and other small details. In linguistics, the Author–Year–Title style is by far the pre-

ferred one, as it matches the Author–Year style of inline references within the text.

Please use it for your linguistics work. Here is one version of the Author–Year–Title

style:

[Book:] Lastname, Firstname. Year. Title: Subtitle. Place: Publisher.

[Collection (“Sammelband”) quoted as a whole:]Lastname, Firstname (ed.). Year. Title: Subtitle. Place: Publisher.Lastname, Firstname & Firstname Lastname (eds.). Year. Title: Subtitle. Place: Pub-lisher.

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[Article in collection, quoted individually:] Lastname, Firstname. Year. Title: Subtitle. In Firstname Lastname (ed.), Booktitle: Sub-title, Firstpage–Lastpage. Place: Publisher.

[Article in collection, if the collection itself has its own entry:]Lastname, Firstname. Year. Title: Subtitle. In Lastname (ed.), Firstpage–Lastpage.

[Article in journal:]Lastname, Firstname. Year. Title: Subtitle. Journal-Name Number(Issue Number): First-page–Lastpage.

[Unpublished work:]Lastname, Firstname. Year. Title - Subtitle. Unpubl. ms./PhD thesis/etc., University of XYZ.

[Article available on the Internet:]Lastname, Firstname. Year. Title: Subtitle. http://URL. [accessed Date]

[Anonymous Internet material:]Page title. http://URL [accessed Date]

Works with several authors or editors: replace “Lastname, Firstname” with “Last-

name1, Firstname1, Firstname2 Lastname2, Firstname3 Lastname3” (mark the or-

der!). Replace “(ed.)” with “(eds.)”. In the inline references, use “Lastname1/Last-

name2/Lastname3”.

Please be consistent about capitalization in titles. Proper names (such as the titles

of journals etc.) are always capitalized. In titles of books and articles, you can either

use the normal orthography, or capitalize all lexical words (nouns, verbs, adjectives,

adverbs.) If you choose the former option, be consistent about whether you start the

subtitle of a two-part title with a capital letter or not.

4.3. Techniques of quoting - do’s and don’t’s

General rules:

Every source must be acknowledged (see formalities of quoting above).

Verbatim quoting and non-verbatim reporting must be clearly separated from each other (but try to avoid verbatim quotes in general – it is preferable to rephrase the ideo in your own words).

The ideas of the authors quoted must be clearly distinguishable from your own.

The logical progression of ideas and arguments should always be your own, not that of your sources.

Failure to observe this, even if unintentionally, may result in accusations of plagiar-

ism!

Do:

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Use a simple inline reference to identify your source, if you want to back up a single, individual observation or claim, which is otherwise integrated into your own line of ar-gument. Example:

Even between closely related varieties spoken by different groups in the same area, phoneme inventories are not always identical. For instance, in Irish English, some speak-ers do not distinguish between /t/ and /θ/, pronouncing both thank and tank with an alve-olar stop [t]. Other speakers make a phonemic distinction but realise th as a dental stop [t]̻, contrasting with an alveolar stop [t] (Hickey 1999: 267).

If you need to base more than a single observation on one source, for instance if a

single source is the basis for a whole section of yours, you need to do more than this.

Introducing the source, try to give a general characterization of what kind of work the source is, and what its relevance with respect to the topic is.

Be explicit: accompany everything you take over from the source (verbatim or not), with a statement of your own describing what the quoted author is doing with his (and your) topic.

Keep your distance: talk about the work of the quoted author, make it the object of your text, not just a means for you to talk about your topic.

Don’t:

Don’t just paraphrase the work quoted.

Don’t take over the logical structure, order and progression of ideas from your source.

Don’t make it appear that your perspective on the topic is exactly the same as that of your source. Don’t be a mere mouthpiece of the author quoted.

Don’t be ashamed if you have few ideas of your own to contribute on the topic, above and beyond what your source is saying. Don’t try to hide this by pretending the author’s ideas were your own! Even when you’re just reporting other people’s ideas, there is still a contribution you can make: bring order and structure into the text for your reader; tell your reader what the significance of the quoted source is with respect to your topic.

Here’s an extended example. Suppose you’re writing a term paper on ‘Estuary Eng-

lish’, and you come across the following passage in a book on British accents

(Foulkes/Docherty 1999: 11). You want to quote from it, because it describes how

London-based regional accents are influencing accents elsewhere in Britain:

Several recent studies have in fact shown indications that non-standard varieties are com-ing to exercise more and more influence on variation and change. Trudgill’s Norwich data collected in 1983, for instance, reveal new changes such as H-dropping, TH-fronting, and an increasing use of labial forms of R. All of these appear to be modelled not on RP but on non-standard varieties. Other chapters included in the present volume find similar evidence for the sudden appearance of non-standard variants in the speech of a com-munity. Most of the recurrent changes recorded by our contributors appear to stem from non-standard varieties as they are spoken in the south-east of England. Plenty of evid-ence is therefore mashalled to support Wells’ (1982: 301) speculation that London’s ‘working-class accent is today the most influential source of phonological innovation in England and perhaps in the whole of the English-speaking world’. TH-fronting (the use of [f] and [v] instead of [θ] and [ð]) and labial forms of R are also noted in Milton

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Keynes, Reading, Hull, Newcastle and Derby. These particular changes are mainly in evidence within England, but there are also some signs of infiltration into both Cardiff English and also Scottish varieties (TH-fronting appears in Glasgow, for example).

Don’t do it as in the paragraph below. This could be rated as plagiarism, even though

the source is acknowledged!

Several recent studies have shown indications that non-standard varieties are coming to exercise more and more influence on variation and change (Foulkes/Docherty 1999: 11). For instance, Trudgill’s Norwich data show that there are new changes such as H-drop-ping, TH-fronting, and an increasing use of labial forms of R. Most of the changes seem to stem from non-standard varieties as they are spoken in the south-east of England. This supports Well’s speculation that London’s “working-class accent is today the most influ-ential source of phonological innovation in England and perhaps in the whole of the Eng-lish-speaking world” (Foulkes/Docherty 1999: 11).

The following is technically acceptable, but still not very good:

Foulkes and Docherty (1999: 11) write that there are many indications that “non-stand-ard varieties are coming to exercise more and more influence on variation and change”. For instance, they say that Trudgill (1999) shows that there are new changes in Norwich, such as H-dropping, TH-fronting, and an increasing use of labial forms of R. Most of the changes seem to stem from non-standard varieties as they are spoken in the south-east of England. Foulkes and Docherty believe that this supports the view that London’s “work-ing-class accent is today the most influential source of phonological innovation in Eng-land and perhaps in the whole of the English-speaking world” (Wells 1982: 301, quoted after Foulkes & Docherty 1999: 11).

The following is much better:

The view that south-eastern English non-standard speech is one of the strongest centres of phonological innovation in modern British varieties was put forward by Wells (1982: 301). It has found strong support in recent findings reported in Foulkes and Docherty 1999), a collection of sociolinguistic studies of present-day vernacular varieties in differ-ent parts of the British Isles. In their introduction to the volume, the editors sum up what is one recurrent topic across many of these studies: “non-standard varieties are coming to exercise more and more influence on variation and change” (Foulkes & Docherty 1999: 11). Among the phonological features that play a role in this respect are H-dropping, TH-fronting, and the increasing use of labial forms of R. These features were, for instance, found as recent innovations in the speech of Norwich in the 1980s (Trudgill 1999). All these features seem to have their source in the south-east. As an explanation for the re-current findings with respect to these variables, Foulkes and Docherty stress the strong influence exercised by the working-class accent of the London area.

While it is generally not good to take over whole lines of ideas from a source, some-

times you may need to report on a progression of ideas as a whole, for instance if you

want to demonstrate how and with what kinds of arguments the author arrives at his

conclusions. Again, it helps to be as explicit as possible about this:

… A (2000) argues against the view X, proposing instead that Y. His argument involves empirical data from B (1995) and is based on the theory of Z found in C (1992). A’s argument is as follows: First, … Second, … From this, A concludes (2000: 24) that …

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4.4. Quoting second-hand

Often you will come across passages in the literature that refer to yet other sources,

and you may want to quote from such passages. Many students have difficulties deal-

ing correctly with the second-hand, indirect references involved in such situations.

Consider first if you can look up the source yourself and quote directly from it. That’s the safest and cleanest way.

Consider if you need the source at all. Often, authors just quote lots of other authors be-cause they need to give as complete a picture as possible of previous scholarship. Such works might not really be relevant to your argument.

Think twice before you quote something second-hand simply because a passage happens to be quoted verbatim in your direct source. Just because it sounds nice doesn’t necessar-ily mean it contributes something significant to your questions.

Independently of whether or not you actually quote, try to learn from your direct source on a technical level: how does the author introduce the other sources, how does he relate their ideas to his own, what expressions does he use to achieve this, what formal conven-tions does he follow?

If you do decide to refer to a source second-hand, you must enable your reader to identify it. Refer to it in the text using the normal “Author (Year)” style, and include it in your references list with full bibliographical information, like any other work. You should find those in the reference list of your direct source. (If it hasn’t got one, it is probably not worth quoting from anyway.)

If you are referring just to an individual observation or idea from an indirect source, in-dependently of the context from which you took it in your direct source, you can safely acknowledge this in the following way:

… It has been said that “perhaps the most remarkable feature of the present-day Anglo-Irish dialects is their relative uniformity” (Bliss 1977: 18, quoted after Filppula 1999: 33).

If your indirect quoting is connected with an extended line of argument within your dir-ect source, on which your own discussion is based, then you should do more than just name the source:

Avoid mere paraphrasing. If you find yourself mentioning several indirect sources in the same order and with the same content as they are mentioned in your direct source, this should set the alarm bells ringing. It’s a sure sign you lack independence of perspective vis-à-vis your direct source!

Avoid taking over evaluative comments about the indirect sources from your direct source.

Be explicit: talk about your direct source, and describe explicitly what your direct source is doing with the indirect source. Use your own words in doing so. Examples (assume A is the author you’re reading, and B, C, and D are authors referred to by him):

… A (2000: 20) gives a state-of-the-art survey of previous work on the topic X, quoting, among others, contributions by B (1995), C (1998), and D (1999).

… A (2000: 20) sums up the two main strands of theory with respect to topic X: the Y

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theory, represented by B (1985), and the Z approach, advocated most strongly by C (1990) and D (1995).

… A (2000: 20) develops his theory of X on the basis of previous findings by B (1985), whom he quotes as saying …

… In discussing X, A (2000: 20) takes as a point of departure B’s (1995) well-known definition of Y: …

… A (2000: 20) critically discusses the proposal, by B (1995: 100), that X … B had as-sumed that Y … Against this, A (2000) argues that Z …

5. Conclusions

It is always a good idea to end your paper with a short section that sums up your

main points. Even though I do not have to say much in the way of such a conclusion

at this point, I am nevertheless providing one here, just so as to make the table of

contents look more complete.

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6. References

Bliss, Alan J. 1977. The emergence of modern English dialects in Ireland. In Diarmuid Ó Muirithe (ed.), The English language in Ireland, 7–19. Cork: Mercier.

Filppula, Markku 1999. The grammar of Irish English: Language in Hibernian style. Lon-don: Routledge.

Foulkes, Paul, Gerard J. Docherty. 1999. Urban voices – overview. In Paul Foulkes, Gerard, J. Docherty (eds.), 1–24.

Foulkes, Paul, Gerard J. Docherty (eds.). 1999. Urban voices: Accent studies in the British Isles. London: Arnold.

Harris, John. 1984. Syntactic variation and dialect divergence. Journal of Linguistics 20: 303–327.

Henry, Patrick L. 1957. An Anglo-Irish dialect of North Roscommon: Phonology, accidence, syntax. Dublin: University College.

Kallen, Jeffrey. 1994. English in Ireland. In Robert Burchfield (ed.), The Cambridge History of the English Language, Vol. 5, 148–196. Cambridge: Cambridge University Press.

Trudgill, Peter. 1999. Norwich: Endogenous and exogenous linguistic change. In Foulkes & Docherty (eds.), 124–140.

Wells, John C. 1982. Accents of English. Vol. 1: Introduction; Vol. 2: The British Isles. Cambridge: Cambridge University Press.

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7. Plagiats- und Urheberrechtserklärung

PLAGIATSERKLÄRUNG

Eidesstattliche Erklärung über das selbstständige Verfassen des vorliegenden Dokuments

Ich versichere, dass ich das/die vorliegende/n Dokument/e selbstständig verfasst und keine anderen als die angegebenen Hilfsmittel benutzt habe. Alle Stellen, die dem Wortlaut oder dem Sinne nach anderen Texten entnommen sind, wurden unter Angabe der Quellen (einschließlich des World Wide Web und anderer elektronischer Text- und Datensammlungen) und nach den üblichen Regeln des wissenschaftlichen Zitierens nachgewiesen. Dies gilt auch für Zeichnungen, bildliche Darstellungen, Skizzen, Tabellen und dergleichen.

Mir ist bewusst, dass wahrheitswidrige Angaben als Täuschungsversuch behandelt werden und dass bei einem Täuschungsverdacht sämtliche Verfahren der Plagiatserkennung angewandt werden können. Ich nehme zur Kenntnis, dass die nachgewiesene Unterlassung der Herkunftsangabe als versuchte Täuschung bzw. als Plagiat gewertet und mit Maßnahmen bis hin zur Aberkennung des akademischen Grades geahndet wird.

Datum Unterschrift

URHEBERRECHTSERKLÄRUNG

Wir bitten Sie die folgende Belehrung und die Erklärungen zu unterschreiben, da wir Ihr/e Dokument/e zu Forschungszwecken nutzen möchten; z.B. um den Einfluss von Auslandsaufenthalten auf Sprachfertigkeit zu testen oder den Lernfortschritt von Studierenden zu evaluieren. Ihre Dokumente werden anonymisiert. Ob Sie die Belehrung und die Erklärungen unterschreiben oder nicht, hat keinen Einfluss auf Ihre Note und ist freiwillig, d.h. Sie können Ihre Einwilligung verweigern.

Erklärung

Hiermit erkläre ich, dass ich dem Institut für Anglistik und Amerikanistik der Universität Hamburg einräume, dieses/diese Dokument/e in jeglicher Form zur Nutzbarmachung im Rahmen von Forschungs- und Lehrtätigkeit zu nutzen.

Datum Unterschrift

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SOZIODEMOGRAPHISCHE ANGABEN

1. Geburtsmonat/-jahr 2. Geschlecht männlich

Beispiel: Januar 1981 0 1 / 1 9 8 1 weiblich

/ keine Angabe

2. Welche Sprachen sprechen Sie?

Bitte ordnen Sie die Sprachen je nachdem wie gut sie die Sprache sprechen (Muttersprache = 1).

Geben Sie das Alter in Jahren an, in dem die Sprache gelernt wurde.

Geben Sie ebenfalls an, wie hoch Sie Ihre aktive (sprechen) und passive (verstehen) Kompetenz in der Sprache einschätzen. (Skalierung: 1 = sehr gut, 2 = gut, 3 = mit kleinen Schwierigkeiten, 4 = brüchig, 5 = kaum, 6 = gar nicht).

Geben Sie bitte auch an, welche Sprache/n Ihre Muttersprache ist/sind.

Sprache Alter Aktiv Passiv Muttersprache

Beispiel: 1. Deutsch_________ _1__ 1 1 X

1. ___________________ ____

2. ___________________ ____

3. ___________________ ____

4. ___________________ ____

5. ___________________ ____

6. ___________________ ____

4. Mit wie viel Jahren haben Sie angefangen Englisch zu lernen?

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5. Wie häufig nutzen Sie Englisch in Ihrem Alltag?

Bei dieser Frage zählt sowohl aktives Sprechen oder Schreiben als auch zuhören bzw. zuschauen.

Jeden Tag 4-6 Tage die Woche 1-3 Tage die Woche

mehrmals im Monat weniger

6. Wie häufig sprechen Sie Englisch in Ihrem Alltag? (Es zählt nur aktives Sprechen)

Jeden Tag 4-6 Tage die Woche 1-3 Tage die Woche mehrmals im Monat weniger

7. Haben Sie länger als 3 Monate im englischsprachigen Ausland verbracht? Beispiel: Wie lange? 5 Monate_ Wo? Irland______________ Wann? 10/2005 – 2/2006__

Wie lange? ________________ Wo? ___________________ Wann? ________________

Wie lange? ________________ Wo? ___________________ Wann? ________________

Wie lange? ________________ Wo? ___________________ Wann? ________________

8. Welchen Schulabschluss haben Ihre Eltern?

Vater Mutter

Hochschulabschluss (oder vergleichbar) Handwerklicher Abschluss (Meister) Abitur (oder vergleichbar) Realschulabschluss (oder vergleichbar) Hauptschulabschluss (oder vergleichbar) kein Schulabschluss

9. Welche (berufliche) Tätigkeit haben Ihre Eltern hauptsächlich ausgeübt?

Vater: ________________________ Mutter: ______________________

10. Freiwillig: Dürfen wir Sie für zukünftige Erhebungen kontaktieren können.

ja nein

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