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.
3.2.
7
7
4.
Technical issues
Other formatting and typographic details
Quoting and references
4.1.
4.2.
4.3.
4.4.
Inline quoting formalities
Bibliographical styles
Techniques of quoting - do’s and don’t’s
Quoting second-hand
8
8
9
10
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 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.
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 writing
term papers in English linguistics. While it contains (hopefully) useful information
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 section 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, databased) findings of a study of a certain phenomenon. Avoid the impulse to conduct
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 information 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 contain 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 examples of the phenomenon that you are investigating. In addition, the introduction
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).
2
Table 1: Overview of the data set before, during, and after data editing and cleaning.
Data
All spoken files
Only private dialogue
Speakers
Words
Speech Units
eh
(N)
(N)
(N)
(N)
1,085
653,186
68,189
421
250
213,555
31,544
410
140
130,960
17,770
217
Only private dialogue with complete
cases (Age, Gender, Ethnicity, Occupation type)
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 summarized 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.
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,
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of course, also label the axes of you graphs and use a legend as the reader
Figure 1: This is figure 1 which serves as an example for a graph.
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 2: eh by age group in New Zealand English. Figure 3: eh by gender in New Zealand English.
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 include 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.
1800-1849
1850-1899
1900-1949
1950-1999
Total
N
35
55
70
90
250
Feature A
%
14.00
22.00
28.00
36.00
100.00
N
90
70
55
35
250
Feature B
%
36.00
28.00
22.00
14.00
100.00
Total
125
125
125
125
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
5
findings to what has been said about the phenomenon you investigate in the
research literature and explain the repercussions of your findings. Probably 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 possible. It is absolutely imperative that you relate your discussion to your hypothesis. Please reread your discussion and only include sentences that are directly linked to your
research question.
9) Conclusion
The conclusion does not introduce anything new as it simply serves to summarize 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 understand 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 overviews,
tables summarizing statistical outcomes, diagnostic plots, etc.
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3. Formatting
Try to avoid having two headers in succession without any text between them.
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 document
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) paragraph 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 example
expressions in the text). Italics are also used for book and journal titles, especially
within the bibliography, and for foreign or technical terms when you are explicitly
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 Reichenbach have called reference time.
Finally, italics may also be used for giving special emphasis to a word (but use this
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very sparingly!)
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 (2) or as in (1) above, repeated here as (3) for convenience:
(2)
Which example sentencei did you say Mary hoped that John would include i in his
term paper?
(3) 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 inline 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
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whole reference is parenthetical within the text, “(Author Year: Pages)”. Examples:
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 AngloIrish dialects is their relative uniformity” (Bliss 1977: 18).
Always provide page numbers in these inline references if you are referring to a specific 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 possible. 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 Author–
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 preferred 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: Publisher.

[Article in collection, quoted individually:]
Lastname, Firstname. Year. Title: Subtitle. In Firstname Lastname (ed.), Booktitle: Subtitle, Firstpage–Lastpage. Place: Publisher.
9

[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):
Firstpage–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 “Lastname1, Firstname1, Firstname2 Lastname2, Firstname3 Lastname3” (mark the order!). Replace “(ed.)” with “(eds.)”. In the inline references, use “Lastname1/Lastname2/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 plagiarism!
Do:

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 argument. 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 speakers
10
do not distinguish between /t/ and /θ/, pronouncing both thank and tank with an alveolar
stop [t]. Other speakers make a phonemic distinction but realise th as a dental stop [t̻],
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 English’, 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 Londonbased regional accents are influencing accents elsewhere in Britain:
Several recent studies have in fact shown indications that non-standard varieties are coming 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 community. 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 evidence 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
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
11
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-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. This
supports Well’s 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” (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-standard 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 “working-class accent is today the most influential source of phonological innovation in England 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 different 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, THfronting, 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 recurrent 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, sometimes 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 …
4.4. Quoting second-hand
Often you will come across passages in the literature that refer to yet other sources,
12
and you may want to quote from such passages. Many students have difficulties dealing 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 because 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 necessarily 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 conventions 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, independently 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 AngloIrish 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 direct 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
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 …
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… 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 assumed 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.
14
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. London: 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
Beispiel: Januar 1981 0
männlich
2. Geschlecht
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
Beispiel: 1. Deutsch_________ _1__
Aktiv
1
Passiv Muttersprache
1
X
1. ___________________ ____
2. ___________________ ____
3. ___________________ ____
4. ___________________ ____
5. ___________________ ____
6. ___________________ ____
4. Mit wie viel Jahren haben Sie angefangen Englisch zu lernen?
17
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
mehrmals im Monat
1-3 Tage die Woche
weniger
6. Wie häufig sprechen Sie Englisch in Ihrem Alltag? (Es zählt nur aktives Sprechen)
Jeden Tag
4-6 Tage die Woche
mehrmals im Monat
1-3 Tage die Woche
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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