Linguistische Treffen in Wrocław (Jun 2021)
Intertextualität als Teil der Argumentationskompetenz
Abstract
This paper addresses the role of intertextuality as a part of argumentative competence of prospective students with and without first language German in written reasoning. An explicit and an implicit concept for the analysis of intertextuality is proposed. The focus of the analysis is a corpus of 40 articles, written by students. The test subjects are on the one hand 20 students who have German as their first language or who were born and socialized in Germany, and on the other 20 students with a migrant background who have a different first language (e. g. Turkish, Serbian, Croatian, Albanian, Arabic, Kurdish, etc. ). The aim of the analysis of this authentic corpus is to try to find empirically supported answers to the following questions: Which elements of intertextuality are found in students‘ texts at the upper level? By which elements of intertextuality are which argument types constructed? Are there differences between students with German as their first language and those with German as Second Language (= DaZ)? And how relevant are the respective arguments? After discussing the different concepts of intertextuality, this paper formulates its own definition. My method is quantitative and at the same time qualitative. The article addresses questions to the corpus, e. g. whether there are explicit or implicit elements of intertextuality; And if so, which ones? And to which reference texts (e. g. texts, authority, experience, world and media knowledge, etc.) could these elements of intertextuality be traced? And which of the identified elements serve to construct or present an argument (e. g. authority arguments, analogy arguments)? The paper concludes that most of the arguments constructed intertextually are the authority arguments, the analogy, and generalization arguments. In addition, the article comes to the conclusion that the directly or indirectly quoted texts were often misunderstood or manipulated. The paper therefore argues for a more conscious inclusion of intertextual competence in argumentation didactics.
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