Chapter
3. CONTRIBUTIONS TO A PEDAGOGICAL GRAMMAR — THE APPLICATION OF THEORETICAL CONSIDERATIONS
pp.：
36 – 72
3.1 The experimental language test in German as a research tool in the investigation of errors in the realization of logico-semantic valence
pp.：
72 – 72
3.2 Discussion of selected verbs based on presented theoretical considerations — possible application in a pedagogical grammar
pp.：
72 – 77
3.2.1 On the Agent-Object-Experiencer relation
pp.：
77 – 78
3.2.2 On the Benefactive notion
pp.：
78 – 96
3.2.3 Application of logico-semantic valence to locative verb types
pp.：
96 – 113
3.2.4 Observations on reflexivity
pp.：
113 – 121
3.2.5 On reciprocal verbs
pp.：
121 – 139
3.2.6 Verbs implying time relations
pp.：
139 – 140
3.2.7 On predicates of the type ‘be hungry’, ‘get tired of’
pp.：
140 – 140
3.2.8 Some thoughts on verbal prefixes like German be-, er-, ver-, zer-, and the holistic/partitive/resultative distinction
pp.：
140 – 144
3.2.9 A new look at ‘function verb constructs’ (Funktionsverbgefüge) of the type come to a conclusion — relevance of logico-semantic valence
pp.：
144 – 150
4. OUTLOOK
pp.：
150 – 157
4.1 The psychological validity of the concept of a ‘conceptual composition plan’ for sentences and discourse
pp.：
157 – 157
4.2 The ‘cyclic approach’ for the introduction of related verbs (predicates) based on logico-semantic valence
pp.：
157 – 158
5. SUMMARY
pp.：
158 – 163
Zusammenfassung
pp.：
163 – 165
APPENDIX A: EXPERIMENTAL LANGUAGE TEST IN GERMAN
pp.：
165 – 167
APPENDIX B: ALPHABETICAL LIST OF VERBS (PREDICATES) ANALYZED AND DISCUSSED IN CHAPTER 3
pp.：
167 – 175
BIBLIOGRAPHY
pp.：
175 – 182
ABBREVIATIONS AND SYMBOLS
pp.：
182 – 189
Aspects of a pedagogical grammar based on case grammar and valence theory
( Linguistische Arbeiten )
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