VERWENDUNG VON SATZBEISPIELEINTRÄGEN DES COMPUTERGENERIERTEN DIGITALEN WÖRTERBUCHS LINGUEE ALS SEMANTISIERUNGSTECHNIK
USE OF SENTENCE EXAMPLE ENTRIES FROM THE COMPUTER-GENERATED DIGITAL DICTIONARY LINGUEE AS A SEMANTICIZATION TECHNIQUE

Summary/Abstract: This study examines the use of sentence example entries from the computer-generated digital dictionary Linguee as a semanticization technique in German as a Foreign Language. The study is based on the assumption that vocabulary learning cannot be adequately supported by isolated meaning equivalents alone, but should be expanded through contextualised, authentic, and didactically reflected examples. Digital dictionaries such as Linguee offer particular potential in this respect, as they provide not only translations but also numerous sentence examples drawn from bilingual text corpora. The aim of the study is to systematically analyse the lexical-semantic potential of these sentence examples and to evaluate their suitability for vocabulary competence at the B1 level. The study follows a descriptive research design. The data consist of selected lexemes from the Goethe-Zertifikat B1 word list, which were assigned to the fourteen communicative thematic fields of the Common European Framework of Reference for Languages and differentiated according to frequency levels using the DWDS lemma database. The analysis was conducted on the basis of a tabular coding grid that records lexicographic, contextual-semantic, pragmatic, and didactic features of the sentence examples. The findings show that the analysed Linguee sentence examples are predominantly standard-language appropriate, semantically transparent, and pragmatically comprehensible. Highly frequent lexemes usually occur in simple, everyday contexts and are therefore suitable for GFL instruction. Less frequent words, however, tend to appear in more specialised or complex contexts, which may limit their didactic applicability. Overall, the study demonstrates that computer-generated sentence examples have considerable potential for context-based semanticization, but require careful didactic selection and methodological integration. In this way, the study contributes to the critical evaluation of digital dictionary content in foreign language German instruction.

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