“weil – das ist eben doch richtig so” Teaching variant types of <i>weil</i>‐ and <i>obwohl</i>‐structures in German
Why this work is in the frame
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Bibliographic record
Abstract
Researchers have observed that in spoken German, the conjunctions weil and obwohl commonly occur with verb‐second ( V 2) instead of verb‐final (V f ) word order (Gaumann, ; Gänthner, , ; Uhmann, ). Current findings document that this syntactic variant of weil/obwohl‐structures has an alternative interactional meaning and function, namely expressing different causalities (Vandergriff, ). Based on the results of interactional linguistic research, we will outline why it is important for foreign language learners of German to be aware of the weil/obwohl +V 2 structure. This background provides the basis for step‐by‐step teaching units on variant weil/obwohl ‐clauses in the beginning and intermediate German language classroom. The suggested teaching units employ the five phases for teaching and learning pragmatics suggested by Barraja‐Rohan ( ). The aim is to raise learners’ awareness and understanding for this syntactic phenomenon and its interactional use in spoken German.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it