THE OPINIONS TOWARDS THE ADAPTATION OF ENGLISH
LOANWORDS TO HELP UNDERSTAND GERMAN FOR SECOND AND
THIRD YEAR STUDENTS MAJORING IN GERMAN AT THE FACULTY
OF HUMANITIES, KASETSART UNIVERSITY
RONNAKORN THUMMACHIT
Advisor: Assistant Professor Virasuda Sribayak
A RESEARCH PAPER SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS
IN
ENGLISH FOR CAREERS
LANGUAGE INSTITUTE, THAMMASAT UNIVERSITY
BANGKOK, THAILAND
MARCH 2012
ABSTRACT
This research study is aimed at exploring the opinion towards the adaptation of
English loanwords to help understand German for second and third year students
majoring in German at the Faculty of Humanities , Kasetsart University. The major
research instrument was a survey questionnaire based on an adaptation of the
dissertation of Anglicisms in German Computing Terminology. Quantitative analyses
were conducted as well based on the theory and conceptual framework of Kachru’s
three circle model of World Englishes, Anglicisms in German language, English
borrowing and loanwords in German and the study of code-switching
The findings of this research demonstrate that due to the influence and
integration of English loanwords into the German language, the adaptation of English
loanwords in a German context is fruitful to help students understand the German
language more easily. The results showed that instead of learning only English
vocabulary and ignoring German terms, the student’s knowledge and ability in
English as well as the possession of adequate of both English and German vocabulary
size can reinforce their German comprehension and learning process. In addition, the
presence of Anglicisms in a German text increased students’ overall understanding of
the article. Their understanding of the text would have been worse if the words that
had appeared as Anglicisms had been written as their German equivalents instead.
Thus, the students had better understanding if English loanwords were used in a
German context rather than the standard German equivalents. This indicates that
teachers of German should employ the method of adaptation of English loanwords as
an effective technique to help improve students’ German language comprehension
and the German teaching and learning process.
ii
ACKNOWLEDGEMENTS
I wish to express my heartfelt gratitude and sincere thanks to those who have
contributed to my progress over the past years. This study would have never been
completed without the support and encouragement of the many people involved.
Firstly, I am very grateful for the assistance and support given in the preparation
of this independent study and the encouragement during the later stages of the
independent study by my adviser Assistant Professor Virasuda Sribayak. Language
Institute, Thammasat University. I am highly appreciative of her critical and insightful
comments, thought-provoking questions, and criticisms. Her belief in me sustained
me throughout the research journey and the writing process. Without her, this
independent study would not have been possible.
It also would not have been possible to complete this project without the
contribution provided by 32 second and third year students majoring in German at the
Faculty of Humanities, Kasetsart University, who participated in the questionnaire
process. I thank them for the many encouraging remarks they wrote in the
questionnaires.
I also appreciate the generous contribution that Assistant Professor Walee
Thenbunlertrat of the Department of Foreign Languages, German Section, Faculty of
Humanities, Kasetsart University made by completing and returning the surveys, and
also for the many words of support.
I also thank the Department of Foreign Languages, German Section, Faculty of
Humanities, Kasetsart University and Assistant Professor Walee Thenbunlertrat as
well as Assistant Professor Chutamat Namsoongnein for giving permission for the
distribution of the questionnaires to 32 second and third year students majoring in
German at the Faculty of Humanities, Kasetsart University.
iii
I would like to express my deepest gratitude and appreciation to my teacher Herr
Michael Garde, contract teacher of the Department of Foreign Languages, German
Section, Faculty of Humanities, Kasetsart University, for the contribution of his
valuable time reading and giving constructive comments regarding this study, in
addition to his professional attitude, high level of humanity and the tolerance he has
unfailingly demonstrated through the many difficult steps in my journey.
Likewise, I would like to express my appreciation to Miss Woratida Woratid,
libralian from the Thailand Knowledge Park (TK Park), Central World Building 8th
Floor, Zone D 4 Ratchadamri Road, Pathum Wan, Bangkok, for her assistance with
the illustration design and layout of my independent study.
I am very grateful for the help I received from Miss Sirintit Chaiksankaew, Data
Analyst and Researcher from the Language Institute, Thammasat University - Rangsit
Campus. I would also like to thank Miss Pattrariya Virojjana, Mr. Sugrid
Tongkumpund and Mr. Fahroh Kumuda, who so willingly completed the pilot testing
questionnaire. I also appreciate the remarks they made and the help they gave.
Lastly, but not least, my deepest gratitude goes to my beloved family, Mr. Somsak
Thummachit (my father), Miss. Reka Thummachit (my sister), and, especially my
mother, Mrs. Thitichaya Thummachit, who has instilled in me, among other things, a
deep appreciation for her belief in the value of education. Without their love, concern,
encouragement and moral support, I would never have been able to complete this
independent study.
Thammasat University
Ronnakorn Thummachit
Bangkok, Thailand
March 2012
iv
CONTENTS
PAGE
ABSTRACT………………………………………………………………….. ii
ACKNOWLEDGEMENTS…………………………………………………...iii
CONTENTS…………………………………………………………………...v
CHAPTER
1. INTRODUCTION
1.1 Background of the Study…………………………………………..1
1.2 Statement of the Problem…………………………………………..3
1.3 Purpose of the study………………………………………………..4
1.4 Significance of the Study………………………………………… 4
1.5 Definition of Terms………………………………………………. 5
1.6 Research Questions……………………………………………… 6
1.7 Limitations of the Study……………………………………….......7
1.8 Delimitations of the Study………………………………………....7
1.9 Organization of the Study……………………………………….. 7
2. REVIEW OF LITERATURE…………………………………………..9
2.1 Introduction………………………………………………………...9
2.2 Kachru’s Three Circle Model of World Englishes………………...10
2.2.1 Inner Circle / English as a Native Language………………...14
2.2.1 Outer Circle / English as a Second Language………………14
2.2.3 Expanding Circle / English as a Foreign Language………...14
2.3 Anglicisms in German language…………………………………. 15
2.3.1 Classification and Integration of Anglicisms Into the System
of the German Language……………………………………..17
2.3.1.1 Orthography…………………………………………...18
2.3.1.2 Phonology…………………………………………….18
2.3.1.3 Morphology…………………………………………...19
2.3.1.4 Semantics………………………………………….….21
2.4 English Loanwords and Borrowing Words in German…………..22
2.4.1 Type of Borrowing…………………………………………..24
2.5 The Study of Code-Switching…………………………………...26
2.6 Borrowing and Code-Switching…………………………………30
2.7 Previous Studies…………………………………………………30
vi
3. METHODOLOGY…………………………………………………..32
3.1 Subjects (Population & Sample)…………………………………32
3.2 Instrumentation…………………………………………………..32
3.3 Reliability and Validity…………………………………………..34
3.4 Research Design……………………………………………….....35
3.5 Data Collection and Procedure…………………………………...35
3.6 Data Analysis……………………………………………………..35
4. RESULT AND FINDINGS………………………………………...36
4.1 Respondent’s general information and educational
background……………………………………...……………37
4.2 The opinions of second and- third year students toward English
reinforcing the learning of German………………………….43
4.3 The opinions of second and- third year students towards
English loanwords in a German text…………………...........45
4.4 Second and- third year students’ suggestions and opinions
towards the adaptation of English loanwords to help understand
German language………..........................................................52
vii
5. CONCLUSION, DISCUSSION AND RECOMMENDATIONS.......55
5.1 Summary of the Study………………………………….…...55
5.2 Summary of the Findings……………………………..….....57
5.3 Discussion…………….…………………………………......61
5.4 Conclusion……………….……………………………….....64
5.5 Recommendations for Further Research…………………....66
REFERENCES…………………………………………………..….…………67
APPENDICES……………………………………………………..…………..75
A. Questionnaire (English Version) ……………………………………75
B. Questionnaire (Thai Version) ……………………………………….85
viii
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
It is a natural for language to change and to be influenced by other languages.
Consequently, all languages commonly borrow words from other languages, with this
process increasing the lexical complexity of a language. According to Görlach (1994),
most languages of the world have been affected by the dominance of English over the
past 100 years. The value of the English language can be illustrated by the big
influence it has on so many other languages. This influences has led to the act of
borrowing useful words from the English language and recording them in foreign
languages, so-called loanwords, or in the case of words from the English language,
Anglicisms.
Like other languages, German has historically been influenced by other
languages, especially the English language. That is to say, German language has not
avoided contact with English words. When we learn German, we often come across
many new terms that are not of German origin or which were created on the basis of
an originally English word. The amount of English loanwords in the German
language has increased greatly since 1945 (Stehr, 2002). After the Second World
War, the connection between Germany and the Western world got stronger and more
intense than it had been before. This phenomenon led to the expansion of English use
in various areas, e.g. television, politics, law, business, advertising, science,
computers, internet, music , radio, mass media (Hilgendorf, 2007) as well as the areas
of literature, and education. Some people even say that German has become a mixed
language, such as Deuglish (a mixture of Deutsch and Englisch), Engleutsch
(a mixture of Englisch and Deutsch), or Gerglish (a mixture of German and English).
Although this might be an exaggeration, there is no doubt that the widespread use of
English loanwords plays an important role in the present-day usage of German as
mentioned in Carstensen’s study (as cited in Nettmann-multanowsk, 1990, P. 27).
2
Actually, the dominance of the English language in a German context can be
explained by two factors. First of all, due to their victory in World War II, the USA
and the UK promoted the use of English as a lingua franca and the adaption of
English words into German. Secondly, it seems that English is easier to learn and to
speak because of its grammar. English sentences are often shorter and more concise in
comparison with the German language (Große, 2007). Because English is the most
popular second language learnt by people in non-English-speaking countries and
French or German come in third place, the English knowledge of German language
learners is used as a guideline for teaching. This approach has been popular in
Germany and many other EU countries (Wanna Saengaramruang, 2006).
In the Thai educational system, German language teaching is offered at many
famous universities, both public and private. The public and private universities
which offer German as a major are Chulalongkorn University, Thammasat
University, Kasetsart University, Silpakorn University, Chiang Mai University,
Srinakarinviroj Prasarnmit University, Prince of Songkla University, Ramkhamhaeng
University, Khon Kaen University and Payap University. Mahidol University is
considering offering German as a major, minor, and other higher level courses, after
having cancelled elective German courses in the Faculty of Sciences. The only private
university that offers German as an elective course is Assumption University
(Wanna Saengaramruang, 2006). In addition, the series of university German
textbooks in Thailand such as “Tangram. Deutsch als Fremdsprache: Kursbuch und
Arbeitsbuch, A 1- B1, Schritte International: Kursbuch Und Arbeitsbuch MIT CD
Zum Arbeitsbuch : A1-B1, “Themen aktuell - Deutsch als Fremdsprache - Niveaustufe
A1-B1: Kursbuch und Arbeitsbuch Mit CD” use many English loanwords and
Anglicisms. Consequently, students will have witnessed the frequent use of English in
German. Therefore, it is hard to teach students standard German and ignore
Anglicisms in the teaching of German language.
3
Consequently, the adaptation of English loanwords in German language can ,
in the researcher’s point of view, alternatively have benefit for the teaching and
learning process if teachers apply this method as a tool to improve teachers’
competence in teaching German language and enhance students’ ability in German.
Using clues of lexical words, for example, students can guess the meaning of German
words by comparing them with English. Examples include Adresse, Auto, Banane,
Beginn, Aktion, akzeptieren, Bank, Bier, Buch, diskutieren, Haus, Kindergarten,
intelligent, Seminar, Butter, schwimmen, Bad, Hand, Fisch, Mann, Name etc.
According to the research of “Teaching of German in Thailand: Past, Present, and
Future” (Wanna Saengaramruang, 2006), the use of the technique of
Internationalismen, which refers to a group of words which are similar in form and
meaning among various languages derived from the same root, frequently Latin,(for
example, Elefant/elephant, elegant/elegant, Fisch/fish, Foto/photo, etc), and which is
defined as guessing the meaning from another foreign language that learners have
studied before, such as English, French, or Italian, can perhaps contribute to the
teaching of reading in the case of such words as Zeremonie, Präsident, Olympiade,
Beginn, Nation and Parade. The approach of ‘Internationalismen’ or ‘German as a
third language after English’ can be applied to teach the reading of a German text
because it can motivate Thai students toward more effective learning of German and
make German language learners feel that German is not difficult. However, this
approach has not been adopted in Thailand.”
1.2 STATEMENT OF PROBLEM
As a German tutor, the researcher had the opportunity to teach students
studying German at famous high-schools with long-standing German programmes as
well as students studying German at famous universities in Bangkok and vicinity. The
researcher, however, has been confronted with an apparent paradox. Despite the
4
difficulty and complexity of the German language, the researcher has tried to teach
students to use German words in every circumstance, asking them to search for the
correct term and encouraging them to use German vocabulary properly,. The
researcher sometimes has had difficulty explaining German vocabulary or sentences
to the students and the students also have difficulty understanding standard German
vocabulary and sentences from textbooks. Consequently, the researcher asked
students about their attitudes towards the German language and found that although a
large number of students think they can gain many advantages from German language
and are willing to learn it, they think that German is very difficult, especially in terms
of vocabulary and grammar. In addition, after collecting information related to the
adaptation of English loanwords in the German language, the researcher discovered
something very interesting. Even though numerous research studies on Anglicisms in
German have been conducted on many aspects, only a few studies have considered
the aspect of adaptation of English loanwords to help teach the German language.
1.3 PURPOSE OF THE STUDY
Based on the statement of the problem above, the main purpose of this
research is to explore opinions towards the adaptation of English loanwords to
increase the understanding of German for second and- third year students majoring in
German at the Faculty of Humanities, Kasetsart University.
1.4 SIGNIFICANCE OF THE STUDY
Because few research studies have addressed the benefits of the adaptation of
English loanwords to help teach German language, the results of this study are
expected to improve the process of teaching and learning German language.
5
Consequently, the results of this study can be useful to German teachers, German
tutors and students. For German teachers and tutors, knowing student’s problems, can
help teachers decide on the proper method of adapting English borrowing words to
help teach German vocabulary and sentences based on student’s problems. For
students, the results of this study are expected to help them overcome their learning
problems in applying English loanwords as well as help them understand the meaning
of German words and sentences. Additionally, the results of this study are expected to
create new knowledge on the adaptation of English loanwords in regard to the
teaching of German language and vocabulary.
1.5 DEFINITION OF TERMS
The following are the definitions of terms used in the context of this study:
1.5.1 Loanwords refer to a word from one language that is used in another
language with little modification or without being changed. Loanwords of this study
mean words which are borrowed from English language and incorporated into the
German language. These words are completely or partially naturalized into the
German language.
1.5.2 Borrowing is defined as a natural process of language change whereby one
language adds new words to its own lexicon by copying those words from another
language. In this study, borrowing refers to a word or phrase that has been copied
from English language and which is immensely useful in creating new German words,
enriching the German vocabulary and making the German language flexible and
resourceful.
1.5.3 Anglicisms are English words or expressions which are used or borrowed
into a non-English language. In this study, Anglicisms refer to the influx of English,
pseudo-English and English vocabulary into the German language.
6
1.5.4 Code-switching is the mixing of words, phrases and sentences from two or
more languages or varieties of language, especially within the same speech event.
In this study, code-switching refers to the phenomenon wherein a bilingual- or
multilingual speaker shifts from German language to English language or from
English language to German language in the course of a conversation.
1.5.5 Second and- third year students mean the second and- third year
undergraduate students who were majoring in German at the Department of Foreign
Languages, German Section, Faculty of Humanities, Kasetsart University, Bangkok,
Thailand.
1.5.6 The opinions mean the opinions of the second and- third year undergraduate
students who were majoring in German at the Department of Foreign Languages,
German Section, Faculty of Humanities, Kasetsart University, Bangkok, Thailand
towards the adaptation of English loanwords to help them understand the German
language.
1.6 RESEARCH QUESTIONS
The following research questions are addressed through this study:
1) Is there a relationship between English loanwords and German language?
2) Is there a relationship between the opinion towards the adaptation of English
loanwords and the understanding of German language for second and- third year
students majoring in German at the Faculty of Humanities, Kasetsart University?
7
1.7 LIMITATIONS OF THE STUDY
The following limitations are the factors that, in one way or another, may have
affected the outcome of the study. Firstly, one limitation of this study is the time
constraints of the semester. Secondly, this study focuses on a specific and basic group
of English borrowing words in the German language. There are various types of
borrowed words apart from this study. Lastly, the number of participants was only 32,
the findings will have limited validity.
1.8 DELIMITATIONS OF THE STUDY
The researcher conducted this study focusing on German language learning
problems faced by students in applying borrowed English words and the learning
strategies used by both students and teachers to overcome German learning problems.
This study is delimited to second and- third year students majoring in German at the
Faculty of Humanities, Kasetsart University.
1.9 ORGANIZATION OF THE STUDY
This study is organized into five chapters. Chapter 1 describes the background
of the study, statement of the problem, purpose of the study, significance of the study,
definition of terms, research questions, and the limitations and the delimitations.
Chapter 2 is a review of the related literature outlining relevant issues associated with
Kachru’s three circle model of World Englishes, Anglicisms in German language,
English loanwords and borrowing words in German and the study of code-switching.
Chapter 3 covers the methodological information related to the research design,
selection of participants, instrumentation, data collection and data analysis procedure.
Chapter 4
8
contains the results and findings from testing the research questions and results of the
data analyses for the two research questions. Chapter 5 consists of the conclusion and
suggestions, including a summary of the entire study, the discussion of the findings
and recommendations for further research.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
As the infiltration of English loanwords into the German lexicon has continued
up until the present time, the need for conducting a linguistic study of the adaptation
of English loanwords in German language has arisen. The objective of this research is
to examine what happens to the German language after English lexical borrowing
occurs in a German context. The current study also attempts to show that borrowing
English words does not only result in the enrichment of the lexical inventory of the
German language, it also leads to a variety of changes and contributes to utilizing
English borrowed words in a German context. Today, the Thai education system has
not yet applied English borrowing words in an effort to improve German teaching and
learning. Also, few studies have considered the aspects of adaptation of English
loanwords to help teach German. Consequently, this literature review presents both
the attitudes of German students in Thailand towards the use of English borrowing
words and looks at how English loanwords can be utilized in the German teaching and
learning process. The focus of this review was on the effect of English loanwords and
the attitudes of the students towards them as an aid to German teaching and learning
in secondary schools in Thailand. In order to accomplish this, the review will explain
theories and a conceptual framework that addresses these concerns. Then the review
will analyze and synthesize the current research in the area related to English
loanwords and borrowing words in German language.
The review begins with a background to the adaptation of English loanwords in
German language, then touches on the rationale for the significance of applying
English loanwords in German teaching and learning, followed by the literature that
was reviewed for this study and a discussion of the current relevant international
research on the impact of English loanwords in German language. In this section,
studies and literature related to the influence of English borrowing words and
10
loanwords as well as Anglicisms in German language will be reviewed in order to get
perspective on the most recent research findings related to the topic. This chapter
consists of four parts: 1) Kachru’s three circle model of World Englishes; 2)
Anglicisms in German language; 3) English borrowing words and loanwords in
German; 4) The study of code-switching.
This review was developed by identifying recent relevant research and review
papers through online searches and the online databases of Eric (The Education
Resources Information Center), EBSCOhost, Emerald, as well as other academic
information sources and articles collected from peer-reviewed journals and non-peer
reviewed literature and by following up on key referenced texts. Particular attention
has been paid to available international research.
2.2 KACHRU’S THREE CIRCLE MODEL OF WORLD ENGLISHES
World English is the term used by Janina Brutt-Griffler (2002) in her book
World English: A Study of Its Development. Brutt-Griffler claims that World English
is the concept stating that most English speakers do not only belong to only a national
speech community or even a few mother tongue speech communities. Instead, the vast
majority of English speakers belong to bilingual speech communities as mentioned in
Brutt-Griffler’s study (as cited in Erling, 2004, p. 60). The most influential model of
the spread of English has undoubtedly been developed by Kachru as mentioned in
Crystal’s study (as cited in Zhang, 2005, p. 56), which is shown below. Kachru
divides World Englishes into three concentric circles: the Inner Circle, the Outer
Circle and the Expanding Circle.
11
Figure 1: Crystal’s representation of Kachru’s concentric circles
Expanding Circle
Outer Circle
Inner Circle
e.g. USA.
UK , Australia
e.g. India , Singapore
the Philippines
12
Figure 2: Kachru’s three-circle model of World Englishes
The “Expanding Circle”
China
Egypt
Indonesia
Israel
Japan
Korea
Nepal
Saudi Arabia
Taiwan
USSR
Zimbabwe
1,088,200,000
50,273,000
175,904,000
4,512,000
122,620,000
42,593,000
18,004,000
12,972,000
19,813,000
285,796,000
8,878,000
The “Outer Circle”
Bangladesh
Ghana
India
Kenya
Malaysia
Nigeria
Pakistan
Philippines
Singapore
Sri Lanka
Tanzania
Zambia
107,756,000
13,754,000
810,806,000
22,919,000
16,965,000
112,258,000
109,434,000
58,723,000
2,641,000
16,606,000
23,996,000
7,384,000
The “Inner Circle”
USA
UK
Canada
Australia
New Zealand
245,800,000
57,006,000
25,880,000
16,470,000
3,366,000
[Adapted from Kachru (1992 : 356 as cited in Jenkins, 2003) ]
13
Figure 3: The concentric circle model.
THE EXPANDING CIRCLE
China
Indonesia
Korea
South America
Caribbean countries
Nepal
Israel
Taiwan
Egypt
Japan
Saudi Arabia
THE OUTER CIRCLE
Bangladesh
Kenya
Pakistan
South Africa
Zambia
Ghana
Malaysia
Philippines
Sri Lanka
Zimbabwe
India
Nigeria
Singapore
Tanzania
THE INNER CIRCLE
USA
Australia
UK
Canada
New Zealand
[Adapted from Kachru ( 1997 as cited in Bhatt, 2001)]
14
2.2.1 Inner circle / English-speaking countries where the language serves as a
native language (ENL)
The countries in “the inner circle” including the UK, the US, Australia, New
Zealand, Canada and South Africa, are countries where English is both the official
language and first language of the majority of the population and the varieties of
English spoken there have traditionally produced the norms for international English
learning as mentioned in Kachru and Mesthries’ study (as cited in Erling, 2006,
p.407)
2.2.2 Outer circle / English as a second language (ESL)
Kachru’s study (as cited in Erling, 2006, p.408) calls this group “ the outer
circle”, in which English is used as a second language and an official or at least an
important language alongside other languages. Members of this group typically
include Ghana, India, Kenya, Malaysia, Nigeria, Pakistan, the Philippines, Singapore,
Sri Lanka, Tanzania and Zambia, among others. These are largely countries that have
been directly, or indirectly, colonized by English-speaking powers; “the linguistic and
cultural effects of such colonization are now a part of their histories”.
2.2.3 Expanding circle / English is used as a foreign language (EFL)
The third group is defined as “the expanding circle” in which English is
learned as a foreign language to be used for communication with the international
community and is taught as a foreign language. In these environments (e.g. in China,
Japan or Germany), English has played an important role in specific fields like
tourism, commerce or international transactions. In the abovementioned
categorizations, Germany is considered to be an expanding circle/EFL country,
although Mesthrie (2002) argues that the German use of English is something
between ESL and EFL. According to the statement of Mesthrie, some scholars have
claimed that this conceptual framework is problematic and have proposed different
models and descriptions of the spread of English, sometimes even attempting to
improve on Kachru’s model by explaining or developing it another way. For instance,
15
Tripathi’s study (as cited in Jenkins, 2003, p.18) argued that the countries in
“ the expanding circle” should be considered as an independent category in which
both ESL and EFL is used.
A large number of both native and non-native speakers are currently involved in
the study of English. This rapid spread of English has contributed to the phenomena
of diversification and varieties in English. Regardless of whether English is
considered as ENL, ESL or EFL, there is no doubt that English is nowadays the most
widely taught, read and spoken language in the world.
2.3 ANGLICISMS IN GERMAN LANGUAGE
Today, we can witness the influx of Anglicisms in almost all languages
including German. Carstensen defines an Anglicism “as a word in German coming
from British or American English, an uncommon word compound, or any type of
change in German word meaning, word usage, pronunciation, or syntax following
British or American example” as mentioned in Carstensen’s study (as cited in
Gentsch, 2004, p.1).
Anglicisms have been in contact with German dating back to the eighth century,
when Anglo-Saxon missionaries arrived in the German cities of Fulda and Mainz.
Consequently, the oldest evidence of contact and influence is in the form of religious
borrowings, such as the Old High German terms gotspell from the Anglo-Saxon
gõdspell, which means “ good news” or “gospel” as mentioned in Viereck’s study ( as
cited in Hilgendorf, 2007, p.132). In the Late Middle Ages there were slightly more
Anglicisms in German; however, they were mainly related to trade and seafaring
terms such as das Boot = `boat', which can be found in documents from LÄubeck
dated to 1290 as mentioned in Palmer’s study (as cited in Viereck 1986, p.107).
From the middle of the 17th century, the impact of English has increased, with
many of the examples of borrowing found in German related to political terms.
16
Viereck’s study (as cited in Corr, 2003, p.35) provides, Unterhaus – “Lower House”
(1649), Oberhaus – “Upper House” (1661) and Hochverrat – “high treason” (1668).
The contact between English and German grew further in the 17th and 18th centuries
as a result of the literary achievements of the English Enlightenment. The English
language consequently spread to the literary domain. Viereck’s study (as cited in
Corr, 2003, p.36) provides some English philosophical terms that influenced German
such as Freidenker “free thinker” (1715), Ideenassoziation “association of ideas”
(1736) and Common Sense “common sense” (1766).
Due to the emergence of Great Britain as one of the leading innovators in the
Industrial Revolution during the 18th and 19th centuries, the influx of new
terminology to the German lexicon increased. Because of the construction of the first
railroad in England, Germans, as mentioned by Corr (2003), coined many
terminology borrowed from English, including Dampfschiff –“steamship”/
“steamboat” (1816), Dampfmaschine – “steam-engine” and Lokomotive –
“locomotive”(1838) as mentioned in Stiven’s study (as cited in Viereck, 1986, p.109).
During the 19th century, German also borrowed Anglicisms extensively, especially as
related to fashion, food and sport. The examples include fashionable, Pullover,
Slipper, Smoking (dinner jacket), Sweater, Trainer, Beefsteak, Roastbeef and
Champion, Derby, Fußball (football), Tennis etc. as mentioned in Waterman’s study
(as cited in Corr, 2003, p.37). During this period, England also became an important
model for democratic politics; consequently, Germans adopted words such as
Demonstration (demonstration), Radikal (radical), Mob (mob), Imperialismus
(imperialism), the term Streik (strike) and boykottieren /Boykott (boycott) as
mentioned in Von Polenz and Wagners’ study (as cited in Hilgendorf, 2007, p.134).
Corr (2003) stated that after World War II there was a huge increase in the
number of Anglicisms entering German, with more coming from American English
than British English. For example, Schweikle’s study ( as cited in Corr, 2003, p.37)
illustrated the following Anglicisms from American English during the 20th century:
Clown, Girl, Revue, Star, Party, Comeback, Quiz, Jazz, Beat, Hit, Song, Gag, Motel,
Hostess, Jeep, Jeans,
17
Makeup, Manager, Boss, Job, Trend, Lobby, Interview. Moreover, research findings
during the second half of the 20th century provide evidence of thousands of terms
being incorporated into German as a result of contact. The exhaustive three volume
Anglizismen-Wörterbuch or Dictionary of Anglicisms as mentioned in Carstensen’s
study (as cited in Hilgendorf, 2007, p.142) contains more than 100,000 examples of
borrowings from the end of World War II until the early 1990s. Examples of this
remarkable English borrowing illustrates the extensive depth and use of English today
in a German context.
At the beginning of the 21st century, the influx of Anglicisms had a greater
influence in German, including politics, law, business, advertising, science and
research, the media (popular music/radio, television, film, the Internet), and education
(Hilgendorf, 2007). The numerous domains of English use simultaneously reflect the
language’s depth and diffusion into the German language and society.
2.3.1 Classification and integration of Anglicisms into the system of the German
language
Yang’s study (as cited in Kovács, 2008, p.81) differentiated “Fremdwörter”
(foreign words) from “Lehnwörter” (loanwords). That is to say, “Fremdwörter”, or
loans, which are unassimilated or only partially assimilated, are usually identified as
possessing features that are not present in German. “Lehnwörter” or German
loanwords, may occur in the areas of orthography, phonology, morphology and
semantics and still exist in German nowadays. As pointed out by Onysko’s study (as
cited in Kovács, 2008, p.81), direct borrowings have kept their foreign spelling and
pronunciation, or have had their pronunciation slightly changed to comply with the
sound system of the German language; for example, Business, Boom, Computer,
Designer, Detail, Jeans, Laptop, Manager, Meeting, Notebook, Shop, Team, TShirt,
Talkshow und Ticket, etc. Filipovic’s study (as cited in Corr, 2003, p.40) gives a more
detailed description of the integration process of Anglicism in German.
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2.3.1.1 Orthography
As pointed out by Onysko’s study (as cited in Kovács, 2008, p.83), English
orthography is integrated into German rules and is spelt according to its
pronunciation. It can either keep the original English spelling or can be a mixture of
both. All nouns which are Anglicisms become capitalized when integrated into
German, e.g., der Laptop, das Meeting, der Star, das Team and die Party. Kovács
(2008) also stated that some Anglicisms change either the English or German
spelling, with the English letter <c> being changed to either <k> or a <z> in German,
e.g., Klub/Club, Kode/Code, Zigarette/Cigarette and Zertifikat/Certifikat, whereas
many of them keep the English spelling with <c>, such as Action, Camping, Cocktail,
Computer, Cool and Copyright etc. In the case of borrowing with <sh> and <ch> the
English spelling is substituted by <sch> e.g. Schock (shock), Scheck (check) and
Schokolade (chocolate); however, some loanwords keep the <sh> e.g. Sheriff, Shorts,
Shop, Show and T-Shirt. Especially in the case of verbs, it is also common for
consonants to become doubled when integrated into German and infinitive to take the
–en ending, e.g., babysit = babysitten, job = jobben, stop = stoppen, or shop =
shoppen. Finally, in the case of compounds, many Anglicisms either occur as two
separate words, e.g. Hard Drug, Happy Ending, Joint Venture, New Wave or as two
words with a hyphen in between, e.g., CD-Player, E-Mail, Know-how, Open-AirFestival, or as one word, e.g., Airbag, Babysitter, Bluejeans, Computervirus,
Copyright, Digitalkamera, Fitnesscenter, Folksong, Laptop, Softdrink, Mailbox,
Mikroprozessor, Notebook.
2.3.1.2 Phonology
With phonology, the level of integration is determined by the degree of
similarity and dissimilarity between the phonological systems of German and
English. Corr (2003), Filipovic (1996) and Kovács (2008) provide three terms related
to the changes that can occur when integrating an Anglicism on the phonological
level:
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1) “zero transphonemisation”, when there is no difference between the
phonological systems, the Anglicism is pronounced according to the German
pronunciation, e.g., (English) sex /sεks/ ! (German) Sex / sεks /.
2) “partial' or `compromise transmorphemisation”, if some elements of the
German differ in terms of the phonological description from the English, the
pronunciation of the Anglicism is only partially the same as the English source word,
e.g., (English) dandy /"dændI/ ! (German) Dandy /"dεndi/
3) “free transmorphemisation”, is when elements of the English source word
do not have any equivalent in German, so the substitution is then free, e.g. (English)
weekend /wi:k′end/ ! (German) Weekend /vi:kεnt/. Similarly, where a word is written
with a <w>, it is always pronounced as a /u/ sound (Windsurfing, Weekend, Webcam,
Whisky and Workshop).
Further differences between the two phonological systems of English and
German are that the letter d changes to a <t> in the German sound system. This is
because any word in German that has <d> in final position is always pronounced as a
/t/ sound. All consonants in the final position of a word in German are voiceless,
whereas in English they can either be voiced or voiceless.
2.3.1.3 Morphology
As pointed out by Kovács (2008), unlike German, which has three different
genders- masculine, feminine and neutral, English gender does not distinguish
grammatical gender. According to this situation, gender can be decided according to
six different criteria as follows:
1) “lexical similarity” refers to the Anglicism directly taking the gender of the
German concept for the English term. For instance, der Airport (der Flughafen),
das Business (das Geschäft), das Bike (das Fahrrad), die Economy (die
Wirtschaft), die City (die Stadt), die Story (die Geschichte) etc.
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2) “ Hidden semantic analogy” involves German compounds, with the last part
of a compound in German always deciding which gender the whole compound
takes. For instance, die Holding (-company, -gesellschaft). As gesellschaft in
Holdinggesellschaft is feminine and -gesellschaft is semantically related to company, Holdingcompany also takes the feminine gender.
3) “group analogy” is known as words belonging to the same group all taking
the same gender. For example, Blues, Breakdance, Foxtrott, Jazz, Rock ‘n'
Roll etc. all take the masculine gender because Tanz (dance) is also masculine
as mentioned in Yang’s study (as cited in Corr, 2003, p.45)
4) The “number of syllables” of a loan plays an important role in German
language. That is to say, single syllable loans in German are nearly always
masculine. For example, Beat, Boom, Boy, Chip, Clown, Club, Coat, Cup,
Deal, Drink, Fan, Fight, Job, Shop, Start, Test and Trend, etc. Scarcely do they
take the feminine or neuter gender. If the person is male then the word simply
takes the masculine gender in German, e.g. der Cowboy as mentioned in
Yang’s study ( as cited in Corr, 2003, p.45)
5) “morphological analogy” is where the Anglicism takes the gender of the
derivational suffix. For example, in German, masculine nouns have the
endings -el, -en,-er, -ig, -ich, -ling, feminine nouns have -e, -ei, -ie, -heit, -keit,
-schaft, -ik, -in, -ion,-tät, -ung, -ur as endings, and neuter nouns take the
endings -tum, -ment, -ium,-nis” as mentioned in Filipovic’s study (as cited in
Corr, 2003, p.45).
6) “ Finally, Anglicisms which are created from combining a verb and a particle
are either masculine or neuter, e.g. der Countdown and das Check-in” as
mentioned in Yang’s study (as cited in Kovács, 2008, p.86)
21
2.3.1.4 Semantics
According to Corr’s study (as cited in Kovács, 2008, p.87), Anglicisms
can either consist of words adapted from English which only have one
meaning, e.g. (English) beefsteak (German) Beefsteak, or there can be
Anglicisms whose meaning is limited in number compared to the English
recipient words. For example, “feeder” in English has the following meanings:
1. Something that leads to or supplies a larger thing of the same type, e.g. a
feeder road, a feeder school. 2. A mechanism that supplies something to a
machine. 3. A container filled with food for birds or animals. 4. A supply pipe.
However, Feeder in German means only “supply pipe”. Besides, sometimes
the meaning of a word can become narrowed or more restricted; for example,
the word “City”. In English “city” means a “large town” while in German it
means “city centre”
Attitudes to Anglicisms in the German language
Meyer’s study (as cited in Kovács, 2008, p.88) stated that the debates and
argument about the influx of Anglicisms into the German language have dramatically
increased up until the present time. Additionally, several studies related to this issue
have been published recently. Some scholars are concerned that German is
endangered by the English language, whereas others are not as pessimistic. For
example, the former President of the German Bundestag, Wolfgang Thierse, was not
in favor of any legal restrictions on the use of Anglicisms in the German language and
stated that the use of Anglicisms and Americanisms complement German, extend
people’s thinking and enrich their culture as a whole as mentioned in Gardt &
Hüppauf’s study (as cited in Kovács, 2008, p.88). Even Johann Wolfgang von
Goethe, the significant German writer and polymath also expressed that “The strength
of a language is not that it rejects all that is foreign, but that it consumes them” (“Die
Gewalt einer Sprache ist nicht, dass sie das Fremde abweist, sondern, dass sie es
verschlingt”) (Corr, 2003, para. 70). Onysko’s study (as cited in Kovács, 2008, p.89)
mentioned that German language should be open to accepting new lexical influences
22
from other language cultural areas in order to be a language in bloom. In contrast to
all this, others scholars are afraid that due to the influx of Anglicisms, Germans will
lose their national identity. The formation of the Verein für die Deutsche Sprache
(Association for the German Language) in 1997 coincided with renewed puristic
criticisms of Anglicisms. The members of the association stated that “Wir wollen der
Anglicisierung der deutschen Sprache entgegentreten und die Menschen in
Deutschland an den Wert und Schönheit ihrer Muttersprache erinnern.” (“We want to
counter the “Anglicisation” of the German language and remind people in Germany
of the value and beauty of their native language.” (Corr, 2003, para. 74). As pointed
out by Gardt and Hüppauf’s study (as cited in Kovács, 2008, p.89), the widespread
use of English is due to the impact of American English as the language of the world,
which can contribute to the loss of identity and homogenization and multilingualism
in a global world.
2.4. BORROWING WORDS AND LOANWORDS IN GERMAN LANGUAGE
The terms “ borrowing” or “ borrowing words” and “loanwords” have been
variously defined by different scholars. (Crystal, 1987) defines borrowing as the
introduction of a word or other linguistic feature form one language or dialect to
another. Shukla and Connor Linton’s study (as cited in Lohakart, 2009) have the same
definition, and borrowing can also result from cultural contact between languages, as
when one speech community adopts the name for a new concept from another
language. Trask’s study (as cited in Deng and Yan, 2009, p.1) stated that it is common
for people to encounter words used by another language and country. Consequently,
he viewed that borrowing or loanwords may influence every aspect of human life as a
frequent way of adding new vocabulary to a language. According to Militaru (2008),
one of the major reasons for borrowing is when there is no existing word in the
language with the same meaning as the borrowed words; thus, acquiring a new term
to express language with appropriate ideas and concepts is essential. In addition, some
researchers expressed the view towards the relationship between borrowing words and
loanwords. Crystal’s study (as cited in Kovács, 2008, p.77) defines borrowing as a
23
term referring to a historical linguistic form taken from one language or one dialect
from another; such borrowings are usually known as ‘loanwords’ and several types
have been recognized. Militaru (2008), views loanwords as words directly adopted in
one language from another language with little or no translation. Consequently,
loanwords can also be called borrowings.
A borrowing or loanword can be defined as a process whereby a word that is
used in one language begins to be used in another language. According to the
definition of many scholars, language borrowing phenomenon tells us much about the
speakers’ attitude towards that language. For instance, English tends to borrow a word
whole. e.g. compassion (a word of Latin origin) is borrowed as compassion in the
English lexicon, while German prefers loan translation to maintain the purity of the
language as mentioned in Arlotto’s study (as cited in Hsieh, 2005), e.g. (1)
Kabelfernsehen “cable television”, literally, Kabel “cable” + Fernsehen “television”
and (2) Halbzeit “half-time “, literally, Halb “half” + Zeit “time”) owing to the desire
to preserve the purity of the language as mentioned in Carstensen’s study (as cited in
Erkenbrecher, 2006, p.4).
2.4.1 Types of Borrowings
In order to deal with integration of Anglicisms in German, the researcher will
outline a typology of borrowing which will be utilized in the discussion of loans. The
basic scheme is Duckworth’s revision of Betz’s terminology for borrowings (together
with Haugen’s terminology) see Figure 1. According to this situation, Carstensen,
Corr (2003), Gentsch (2004), Griesel, & Meyer’s study ( as cited in Gentsch, 2004, p.
2) and Kovács (2008) investigated the intensity of English influence on the German
language and categorized the English words they found into seven groups as follows:
24
Figure 3 : Duckworth’s revision of Betz’s terminology for borrowings (together
with Haugen’s terminology
Loans
A. Importation
B. Partial Substitution
(1.) Borrowed Word
(2.) Loan Blend
C. Substitution
(3.1) Loan Coinage (3.2) Loan meaning
[Extensions]
[Homonymous] [Synonymous]
(1.1) Foreign Word (1.2) Loan Word (3.1.1) Loan Formation (3.1.2) Loan Creation
[Unassimilated]
[Assimilated]
[Creations]
[---]
(3.1.1.1) Loan Translation
(3.1.1.2) Loan Rendering
[Exact]
[Approximate]
( as cited in Grzega, 2003)
25
Loanwords, or words that are transferred from English entirely or are directly
borrowed with very little, e.g. Bestseller, Computer, Couch.
Loan blends, which are a combination of one English loanword and one German
word where either the first or second part of the compound is English, e.g.
Beatrhythmus, Couchtisch, Campingplatz, and Mainz-City, Haarstylist, Spitzenstar.
Loan translations refer to words literally translated from English into German,
e.g. Einkaufszentrum “shopping center”, Untergrundtätigkeit “underground activity”,
Einbahnstraβe “one-way street”, brandneu “brand new”. Loan translations are
commonly known as calques.
Loan renditions are borrowed words where only one part of an
English term is translated literally and another is adapted freely, such as
Wolkenkratzer “skyscraper”, Musikkiste “juke-box” or Luftkissenfahrzeug
“hovercraft”.
A semantic loan or loan meanings are words that previously existed in German
and take on a new meaning under the influence of English. For instance, Maus
“mouse” previously referred only to a raddle and mouse, but has taken on the
meaning of depicting a computer device used for pointing and navigating on a screen
as in Computermaus “computer mouse”. Another example is the German verb
“kontrollieren”, which earlier was defined as to making sure of the correctness of
figures, has now borrowed a new meaning from the English verb “control” to refer to
have power over a person, company, country, etc.
Loan creations are defined as new formations independent from the English
influence that are created to reproduce the meaning of an English word, e.g.
Klimaanlage “air conditioning” (literally “climate Facility”), vollklimatisiert “airconditioned” (literally “climatized”).
Pseudo loanwords refer to German words with English phonology and
morphology that look like a word from the recipient language (English language), but
their combination and meaning do not exist in English. According to Kovács (2008),
pseudo loanwords can be categorized into three types as follows:
26
Lexical pseudo loans refer to compounds of English and German words whose
meaning do not exist in English, e.g. Dressman “male model”.
Morphological pseudo-loans include words that came from English into German
as a whole and are later shortened to a form that is not understood in English. For
example, Pullover ‘sweater’ is commonly referred to as Pulli or Happyend, which is
known as “happy ending”.
Semantic pseudo-loans, which are defined as English words which are taken
into another language but have different meanings which do not exist in the original
English form (Erkenbrecher, 2006), e.g. “Handy”, which is the German word for
“mobile phone”. Schröder and Steigner (n.d.) also gave the example of “Smoking”,
which means “dinner jacket” in German. Another example provided by Carstensen’s
study (as cited in Erkenbrecher, 2006, p. 7) is the German word “Gangway”, which
means a slope or set of steps that can be moved, used for loading a vehicle or getting
on or off a plane. However, “gangway” in English term is only used with ships to
refer to a bridge placed between the side of a ship and the shore so people can get on
and off.
2.5 THE STUDY OF CODE-SWITCHING
Several scholars have attempted to define code-switching. According to Clyne’s
study (as cited in Abalhassan and Alshalawi, 2000, p. 1) code-switching refers to a
change by a speaker or writer from one language to another language. It can also
occur during the conversation when one speaker uses one language and the other
speaker answers in a another language or one speaker speaks one language and
changes to another language in the middle of the speech or sentence. Hymes’s study
(as cited in M.O., 2006, p. 91) described code-switching in terms of alternative use of
two or more languages, varieties of a language or even speech styles. Poplack’s study
(as cited in Chaiwichian, 2007, p.7) defined code-switching as the mixing by
bilinguals or multilinguals of two or more languages in conversation.
27
Code-switching Types
Some authors have discussed different types of code-switching. According to
Bloom and Gumperz’s study (as cited in Chaiwichian, 2007, p.8), there are two
general kinds of code-switching. Metaphorical switching is used to convey a
speaker’s attitude toward the topic of the conversation, whereas the other, situational
switching, is used to convey a speaker’s attitude toward his or her audience.
Situational Switching
Situational Switching is caused by a change in the situation. That is to say, one
speaker may speak a different language according to the situation. In the particular
situation, speakers need to change their choice of language to match changes in
situational factors or social settings such as topic, relationship between
communicators, community norms and values in order to maintain appropriate
language among interlocutors as mentioned in Bloom and Gumperz’s study (as cited
in Chaiwichian, 2007, p.8).
Metaphorical Switching
Bloom and Gumperz’s study (as cited in Chaiwichian, 2007, p.9) stated that
metaphorical switching takes place when the speakers switch from one language to
another language in order to achieve particular communicative results without a
change of relations in the roles of interlocutors during the conversation. Unlike
situational switching, metaphorical switching is influenced by the topics of the
conversation but not influenced by the social situation. That is to say, metaphorical
code-switching is not involved in certain settings associated with separate activities,
such as school and work, public speaking and negotiations. Also, metaphorical
switching is not correlated with different groups of speakers such as friends, family
and government officials as mentioned in Bloom and Gumperz’s study (as cited in
Bee-Yen Gwee, n.d.).
28
Conversational Switching
In 1976, Gumperz’s study (as cited in Chaiwichian, 2007, p.10) suggested
another category of code-switching called “conversational switching”, which is differs
from the two kinds of code-switching mentioned above. Conversational codeswitching refers to switching without a change in the topic or situation. The speakers
may switch within a single sentence and switch back and forth many times.
Intersentential code-switching & Intrasentential code-switching
Some authors have discussed different types of code-switching. Poplack’s study
(as cited in Chaiwichian, 2007, p.10) distinguished two switching types:
intrasentential code-switching and intersentential code-switching
Intrasentential code-switching is defined as the switching at the clause, phrase or
world level in the middle of a sentence. As pointed out by Lipski’s study (as cited in
Zirker, 2007, p.11), this type of code-switching requires the speakers to switch to the
rules of syntax of the other language in the middle of sentences.
e.g. : Abelardo tiene los movie tickets.
(Abelarda has the movie tickets. )
Hammink’s study (as cited in Chaiwichian, 2007, p.11)
In the example given, Spanish is the matrix language and English words have
been inserted in the speech, making it a bit difficult to identify the specific boundaries
of the switch. This is called intrasentential code-switching or code mixing.
Intersentential code-switching is the switching of languages at clause, phrases or
sentence boundaries (Zirker, 2007). According to MacSwan’s study (as cited in Van
Dulm, 2007, p.27), intersentential code-switching can occur within the sentential
boundaries in which one clause or sentence is in one language and the next clause or
sentence is in the other. The following examples are from Hammink’s study (as cited
in Chaiwichian, 2007, p.11) CS research between Spanish (in plain text) and English
(in italic text).
29
Example 1:
Y luego me dijo ‘don’t worry about it. ’
(And then he told me ‘don’t worry about it.’)
La dije gue no quería comprar el carro. He got really mad.
(I told him I didn’t want to buy the car. He got really mad.)
(Hammink’s study (as cited in Chaiwichian, 2007, p.11)
Example 2 :
Lou (4;7): nein, du bist die Königin Englisch sprechen und ich bin die König
in deutsch sprechen, ich i[x] I I will speak deutsch and you speak English, ok?
(Albrecht, 2004)
In Example (1) and (2) the switch is at the end of the sentence, reflecting a
total change from Spanish to English (in sentence 1) and reflecting a change from
German to English (in sentence 2). This is an instance of intersentential codeswitching. That is to say, the alternation in a single conversation between two
languages, where the switching takes place after a sentence in the first language has
been completed and the next sentence starts with a new language.
Example 3: Example of code-switching English/Spanish
A: The picture looks so cool.
B: Which picture?
A: The one you have in your messenger.
B: Ah…Si, me gusto mucho. (Ah…Yes, I liked it a lot.) (Cárdenas-Claros &
Isharyanti, 2009, p.69)
30
Example 3 shows how speaker B interacted in English during most of the
conversation and suddenly switched into Spanish.
2.6 BORROWING AND CODE-SWITCHING
The distinction between code-switching and borrowing, which are close language
contact phenomena and often difficult to distinguish, is still much debated by many
scholars as mentioned in Boztepe’s study (as cited in Jousmäki, 2006, p.7). Holmes’s
study (as cited in Jousmäki, 2006, p.8) defined borrowings as normally adapted to
enrich the new language and the lexicon in terms of pronunciation and grammar,
whereas he characterized code-switching as where a specific choices are made about
which words or phrases will be utilized in which language. Scotton’s study ( as cited
in Owino, 2003, p.15) also made a distinction between borrowing and code-switching.
She pointed out that the main difference between borrowing and code-switching is the
morphological and syntactic integration of embedded language material into the
matrix language. That is to say, borrowing means the source of language words have
been incorporated into the lexicon of the target language and are the part of the
lexicon, or at least some group of native speakers of target language. Code-switching,
on the other hand, includes morphemes, words, phrases, clauses or sentences which
occur spontaneously in the target language discourse, but which have not been part of
the lexicon of the target language.
2.7 PREVIOUS STUDIES
As far as loanwords are concerned, there are a few research studies that have
looked at this topic. Some of them are as follows:
Torpong Jamtawee (n.d.) in his research on the relationship between English
and German and some teaching and learning methods of those languages entitled
“Reading a Foreign Language: Similarities and Differences between English and
German”, found that although the problems include the total difference between Thai
31
and German language, inadequacy of vocabulary affects reading comprehension and
the similarities and differences English and German affect reading skills in a positive
way. That is to say, both languages reinforce each other. If a learner knows English
well, they will have less problem reading and understanding German texts.
The second research on loanwords was done by Banta (2002). In research
entitled “Teaching German Vocabulary: The Use of English Cognates and Common
Loanwords”, she pointed out that due to the predominance expansion of Anglicisims,
countless English loanwords have entered German language. As a result, learning
German vocabulary can be facilitated by using the English that we already know.
Using English loanwords can help create a new equivalent terms and both standard
German and English loanwords can be used interchangeably despite their stylistic
differences. Therefore, the teacher can employ this method as a teaching device by
using English loanwords and German terms side by side.
Wanna Saengaramruang (2006) in her research on teaching of German in
Thailand entitled “Teaching of German in Thailand: Past, Present, and Future”,
looked at the problem of false cognates. For example, the words “See” in German
mean “sea/lake”, but, in English, it means “visual perception”. Teachers should use
the technique of Internationalismen, which is defined as guessing the meaning from
another foreign language that learners have studied before by comparing them with
English, such as English, French, or Italian, as this perhaps can contribute to the
teaching of reading of a German text, lead to more effective learning of German and
make German language learners feel that German is not difficult. However, this
approach has not been employed in Thailand.
It is clear that there has not been much research focusing on the analysis of the
adaptation of English loanwords to help understand German language. Thus, the
researcher was eager to add to the available research by conducting this study.
CHAPTER THREE
METHODOLOGY
This chapter describes: (1) the subjects, (2) the materials, (3) the procedures used
in the collection and analysis of the data, and (4) the data analysis.
3.1 SUBJECTS
The study population was undergraduate students majoring in German at the
Faculty of Arts at a university. Because of the size of the population and the fact that
German language instruction is offered at many universities in Thailand, both public
and private, the sample size of approximately 32 students was considered sufficient to
represent the total sampling population. The quota sampling technique was utilized to
select the sample units of 32 from second and third year students who were majoring
in German at the Faculty of Humanities, Kasetsart University.
3.2 INSTRUMENT
A survey questionnaire based on an adaptation of the dissertation of Anglicisms
in German Computing Terminology (Corr, 2003) was used. The types of questions
were a mixture of multiple choice, fill-ins, and Likert scaling. The questions in part I
were fill-ins and were used to collect demographic information. The questions in part
2 asked students to agree or disagree with a series of statements using a modified fivepoint Likert scale: 1) Strongly Agree, 2) Agree, 3) Neutral, 4) Disagree, 5) Strongly
Disagree. Part 3 asked students to read an article and offer opinions about English
loanwords in a German text. The questions in part 4 attempted to find out which word
respondents used most frequently from seventy-three different pairs of words, i.e.,
Anglicisms or the equivalent German word. The questions in part 5 aimed to
investigate second and third year students’ opinions regarding the influence of
English loanwords on the German language. Part 6 sought second and third year
33
students’ suggestions and opinions about the adaptation of English loanwords to help
understand German language. Additionally, a pilot test with a few randomly selected
respondents was conducted. The questionnaire used in the study was divided into six
main parts:
Part I: Demographics, which was designed by using closed-ended questions
about personal information: the student’s gender, academic level, range of age,
English learning experience, German learning experience, English proficiency and
German proficiency.
Part II: The opinions of second and third year students majoring in German
at the Faculty of Humanities, Kasetsart University towards English and the
reinforcement of the learning of German.
Part III: The opinions towards English loanwords in German text, which
asked students to read an article and then gathered their opinions towards English
loanwords in a German text.
Part IV: A comparative question which was created to find out which word the
students use most frequently from a given pair of words, i.e., the Anglicism or the
equivalent German word.
Part V: Second and third year students’ opinions regarding the influence of
English loanwords and the adaptation of English loanwords in standard German
language.
Part VIII: Respondents’ suggestions
The last part contained an open-ended question to gather suggestions from
second and third year students’ regarding the adaptation of English loanwords to help
understand German language. The participants were also provided with a section to
add any further comments (optional).
To ensure that the questionnaire was practical and effective, a pilot study was
conducted with three second and third year undergraduate students majoring in
34
German from the Faculty of Arts and the Faculty of Humanities. The purpose of the
pilot study was to examine whether the respondents were able to clearly understand
the questionnaires. If the survey was deemed to have “face validity” without any
questions or problems, the researcher could ensure that the survey was valid.
3.3 RELIABILITY AND VALIDITY
To ensure the content validity of the measurements, all items of this survey were
first reviewed by 1) my supervisor, Assistant Professor Virasuda Sribayak, Language
Institute, Thammasat University. 2) Associate Professor Dr. Damrong Attaprechakul,
Language Institute, Thammasat University. 3) Mr. Steven Hiatt and Mr. Mark Zentz,
the researcher’s native English speaking instructors at the Language Institute,
Thammasat University. After their approval of the English version of the survey and
the checking of grammar and accuracy, the survey was translated into German by the
researcher and German native speaking professors at the Department of Foreign
Languages, German Section, Faculty of Humanities, Kasetsart University. The
instrument was corrected for errors of translation to ensure that the meaning from
English to German was the same. To further ensure its content validity, the
questionnaire was revised in accordance with the advice or suggestions of the
following experts and language specialists: 1) Master’s project’s adviser Assistant
Professor Virasuda Sribayak, Language Institute, Thammasat University. 2) Assistant
Professor Walee Thenbunlertrat of the Department of Foreign Languages, German
Section, Faculty of Humanities, Kasetsart University. 3) Herr Michael Garde,
German native speaking contract teacher of the Department of Foreign Languages,
German Section, Faculty of Humanities, Kasetsart University. The final draft was
developed as a result of these experts’ comments and suggestions as well as
implications derived from the pilot project. Therefore, it can be considered that the
study and the instrument for data collection are relatively valid.
35
3.4 RESEARCH DESIGN
A quota sampling survey was utilized to select 32 second and third year students
majoring in German at the Faculty of Humanities, Kasetsart University to represent
the total number of undergraduate students majoring in German in Faculties of Arts
and other faculties.
3.5 DATA COLLECTION PROCEDURE
With permission from Assistant Professor Walee Thenbunlertrat, the Department
of Foreign Languages, German Section, Faculty of Humanities, Kasetsart University,
a structured questionnaire was distributed individually to all of the sample students.
The data for this research was collected during the second semester in August, 2011.
The researcher contacted the lecturer of German Section, Faculty of Humanities,
Kasetsart University, to ask if 32 second and third year students could be surveyed by
the researcher in the instructor’s presence. The dates were set as to when the survey
was to be completed. On the day of the survey, each student was given a packet of
surveys for their respective class, written in Thai, explaining the purpose of the survey
and asking their permission to participate. The respondents were informed that
participation was voluntary and no personally identifiable information was attached to
the survey. This questionnaire was reviewed and approved by my adviser Assistant
Professor Virasuda Sribayak, Language Institute, Thammasat University, before being
sent to the respondents. After the surveys were completed, making certain that the
students had enough time to respond, the surveys were collected directly by the
researcher. The data collection period was August, 2011.
3.6 DATA ANALYSIS
Data obtained was statistically analyzed using the Statistic Package for Social
Science (SPSS). The results are presented in the form of descriptive statistics, which
include frequency, percentage, standard deviations and means.
CHAPTER FOUR
RESULTS & FINDINGS
This chapter reports the results and findings of the study collected from the
questionnaires given to 32 respondents. These were processed in response to the
objective of the study posed in chapter 1 of this independent study, which was to
investigate the opinions towards the adaptation of English loanwords to help
understand German for second and third year students majoring in German at the
Faculty of Humanities, Kasetsart University. After processing all the data with SPSS
Version 11.5, the results of the investigation are presented in four different sections:
4.1 The analysis of respondent’s general information and educational
background
4.2. The analysis of opinions of second and third year students majoring in
German at the Faculty of Humanities, Kasetsart University towards English
loanwords in the German language.
4.3 The analysis of opinions towards English loanwords in a German text.
4.4. Second and third year students’ suggestions and opinions about the
adaptation of English loanwords to help understand German language.
The researcher distributed the questionnaires to 32 participants and all of them
were returned. The demographic information of the respondents is presented below in
the form of numbers and percentages in Table 4.1.
37
Table 1 Number and Percentage of Respondents
Population
Respondents
Frequency
32
Percent
100
Total
32
100
As Table 1 shows, the respondents were 32 second and third year students who
were majoring in German at the Faculty of Humanities, Kasetsart University. All of
the questionnaires were used to analyze the information, equaling 100% of the total
population.
Part I: THE ANALYSIS OF RESPONDENTS’ GENERAL INFORMATION
AND EDUCATIONAL BACKGROUND
This section details the findings of the analysis of respondents’ general
information and educational background. Firstly, demographic data is presented on all
the participants, while attention is drawn to 13 points of interest within this
information. This is followed by an analysis of the range of age, English learning
experience, German learning experience, English listening skills, English speaking
skills, English reading skills, English writing skills, German listening skills, German
speaking skills, German reading skills, and German writing skills. This equals 100%
of the total population, with the results presented under the following headings:
1. Gender
Table 2 Number and Percentage of Participants’ Gender
Population
Respondents
Frequency
32
Percent
100
Total
32
100
As can be seen from Table 2, all respondents were second and third year students
majoring in German at the Faculty of Humanities, Kasetsart University. The large
majority of respondents (81.3%) were female, while only 18.3% of them were male.
38
2. Participants’ academic level
Table 3 Number and Percentage of Participants’ Academic Level
Academic Level
Sophomore
Junior
Total
Frequency
16
16
32
Percent
50
50
100
The results of the present study show that 16 or 50% of the students who
participated in the study were sophomores. An additional 16 students (a further 50%)
were juniors, as can be seen from table 3.
3. Range of Age
Table 4 Number and Percentage of Participants’ Range of Age
Age range (years old)
Frequency
Percent
below18
-
-
18 – 21
30
93.8
21 above
2
6.3
Total
32
100
The study reveals that the vast majority (93.8%) of respondents’ age ranged
from 18 years to – 21 years. Regarding age, the youngest respondent was 18. The
remaining 6.3% of respondents’ age were more than 21. Table 4 above shows the age
distribution of the respondents.
39
4. English learning experience
Table 5 Number and Percentage of Participants’ English Learning Experience
English learning experience
Less than 3 years
12 – 15 years
More than 15 years
Total
Frequency
9
23
32
Percent
28.1
71.9
100
From Table 5, the majority (64%) of respondents had more than 15 years of
English learning experience, and the remaining 28.1% had between 12 and 15 years
of English learning experience.
5. German learning experience
Table 6 Number and Percentage of Participants’ German Learning Experience
German learning experience
Less than 3 years
3 – 7 years
More than 7 years
Total
Frequency
2
29
1
32
Percent
6.3
90.6
3.1
100
As shown in Table 6, German learning experience varied greatly among the
second and third year students. The vast majority (90.6%) of respondents had between
3 and 7 years of German learning experience. A further 6.3 % had less than 3 years of
German learning experiences, and the remaining 3.1% had more than 7 years of
German learning experience.
6. Participants’ English listening skills
Table 7 Number and Percentage of Participants’ English Listening Skills
English listening skills
Poor
Mediocre
Good
Very good
Total
Frequency
1
22
9
32
Percent
3.1
68.8
28.1
100
40
The data from table 7 reveals that the majority of respondents (68.8 %) thought
their level of English listening skills was mediocre, 28.1% said it was good and only
3.1% thought it was poor.
7. Participants’ English speaking skills
Table 8 Number and Percentage of Participants’ English Speaking Skills
English speaking skills
Poor
Mediocre
Good
Very good
Total
Frequency
4
20
7
1
32
Percent
12.5
62.5
21.9
3.1
100
As can be seen in Table 8, the results show that 62.5% of respondents thought
their level of English speaking skills was mediocre, 21.9% said it was good. 12.5%
said it was poor and only 3.1% thought it was very good.
8. Participants’ English speaking skills
Table 9 Number and Percentage of Participants’ English Reading Skills
English reading skills
Poor
Mediocre
Good
Very good
Total
Frequency
1
20
11
32
Percent
3.1
65.5
34.4
100
From Table 9, the majority of respondents (65.5%) thought their level of English
reading skills was mediocre, 34.4 % said it was good and only 3.1% thought it was
poor.
41
9. Participants’ English writing skills
Table 10 Number and Percentage of Participants’ English Writing Skills
English writing skills
Poor
Mediocre
Good
Very good
Total
Frequency
2
23
7
32
Percent
6.3
71.9
21.9
100
The data in Table 10 illustrates that the majority of respondents (71.9%) thought
their level of English writing skills was mediocre, 21.9% said it was good and only
6.3% thought it was poor.
10. Participants’ German listening skills
Table 11 Number and Percentage of Participants’ German Listening Skills
German listening skills
Frequency
Percent
Poor
Mediocre
Good
Very good
Total
4
22
6
32
12.5
68.8
18.8
100
As shown in Table 11, the majority of respondents (68.8%) thought their level of
German listening skills was mediocre, 18.8% said it was good and only 12.5%
thought it was poor.
11. Participants’ German speaking skills
Table 12 Number and Percentage of Participants’ German Speaking Skills
German speaking skills
Poor
Mediocre
Good
Very good
Total
Frequency
3
24
5
32
Percent
9.4
75
15.6
100
42
The table 12 shows the majority of respondents (75%) thought their level of
German speaking skills was mediocre, 15.6 % said it was good an only 9.4 % thought
it was poor.
12. Participants’ German reading skills
Table 13 Number and Percentage of Participants’ German Reading Skills
German reading skills
Poor
Mediocre
Good
Very good
Total
Frequency
1
24
7
32
Percent
3.1
75
21.9
100
From Table 13, the majority of respondents (75%) thought their level of German
reading skills was mediocre, 21.9 % said it was good an only 3.1 % thought it was
poor.
13. Participants’ German writing skills
Table 14 Number and Percentage of Participants’ German Writing Skills
German writing skills
Poor
Mediocre
Good
Very good
Total
Frequency
3
25
4
32
Percent
9.4
78.1
12.5
100
As can be seen in Table 14, the results show that 78.1% of respondents thought
their level of German writing skills was mediocre, 12.5% said it was good and only
9.4% thought it was poor.
43
Part II: THE ANALYSIS OF OPINIONS OF SECOND AND THIRD YEAR
STUDENTS MAJORING IN GERMAN AT THE FACULTY OF
HUMANITIES, KASETSART UNIVERSITY TOWARDS ENGLISH
REINFORCEING THE LEARNING OF GERMAN
The present study aimed to analyze the opinions of second and third
year students majoring in German at the Faculty of Humanities, Kasetsart University
towards the adaptation of English loanwords to help understand German. To achieve
the objectives of the study, the SPSS Version 11.5 was used. After applying
appropriate statistical techniques, the results are presented under the following seven
headings:
44
Table 15 The analysis of the opinions of second and third year students majoring in
German at the Faculty of Humanities, Kasetsart University towards English
reinforcing the learning of German.
The opinion
towards English
reinforcing the
learning of
German
In my opinion, …
Abilities and skills
in English are
important
Abilities and skills
in German are
important
Abilities and
skills in both
English and
German are
important
Abilities and skills
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
Mean
SD
Level
Score
28
2
2
0
0
4.81
0.53
Strongly
agree
4.50-5.00
strongly
agree
21
9
2
0
0
4.59
0.61
Strongly
agree
25
12
6
15
1
5
0
0
0
0
4.75
4.22
0.50
0.70
Strongly
agree
agree
3.50-4.49
agree
2.50-3.49
neutral
1.50-2.49
Disagree
in both English and
German help me
understand German
In comparison with
other foreign
languages, I would
like to learn
English vocabulary
only
In comparison with
other foreign
languages, I would
like to learn
German vocabulary
only
In comparison with
other foreign
languages, I would
like to learn
English and
German vocabulary
only
2
1
9
14
6
2.34
1.03
disagree
1
4
7
12
8
2.31
1.09
disagree
13
10
9
0
0
4.13
0.83
agree
3.88
0.76
Total
1.00-1.49
strongly
disagree
agree
45
According to the opinions of second and third year students majoring in
German at the Faculty of Humanities, Kasetsart University who responded to the
questionnaire, they thought that “Abilities and skills in English are important” (mean
= 4.81), followed by “Abilities and skills in German are important” (mean = 4.95),
“Abilities and skills in both English and German are important” (mean = 4.75) and in
the fourth place, “Abilities and skills in both English and German help me understand
German” (mean = 4.22). Instead of being the most popular opinion, “In comparison
with other foreign languages, I would like to learn English vocabulary only” came in
at the more moderate position of fifth place (mean = 2.34) compared to “In
comparison with other foreign language, I would like to learn German vocabulary
only” (mean = 2.31). In last position, the mean score of “In comparison with other
foreign languages, I would like to learn English and German vocabulary only” is 4.13.
(See Table 15)
Part III: THE ANALYSIS OF OPINIONS TOWARDS ENGLISH
LOANWORDS IN A GERMAN TEXT
Part III refers specifically to the respondents’ reading of an article to gather their
opinions towards English loanwords in a German text.
Question 1 asked how many Anglicisms were in the article
Table 16 Number and Percentage of participants’ opinions on the total number of
English loanwords in the article
English loanwords in the article
Less than 20 words
20-30 words
31-40 words
More than 40 words
Total
Frequency
6
15
8
3
32
Percent
18.8
46.9
25
9.4
100
In response to Q1 asking how many Anglicisms were in the article, the highest
percentage of participants, 46.9%, thought there were 20-30 English loanwords. This
was followed by 25% who thought there were 31-40 English loanwords. 18.8%
46
thought there were less than 20 English loanwords, and only 9.4 % said there were
more than 40 English loanwords, as can be seen from table 16.
Question 2 enquired whether the presence of Anglicisms in the text made their
overall understanding of the article easier or not. For example, the English loanword
“Airline” is used in a German context instead of the German equivalent
“Lufverkehrslinie, Luftfahrtgesellschaft”.
Table 17 Number and Percentage of participants’ response to Q2, which enquired
whether the presence of Anglicisms in the text made their overall understanding of
the article easier
Level of understanding
Worse
The same
Frequency
1
10
Percent
3.1
31.3
Easier
Total
21
32
65.6
100
As shown in Table 17, Q2 queried if the respondents’ understanding of the text
would have been worse, the same or better, if the words appearing as German
equivalents had been written as their English equivalents instead. For example, the
English loanword “Airline” is used in a German context instead of the German
equivalent “Lufverkehrslinie, Luftfahrtgesellschaft”. In response to Q2, 62.5%
believed that the presence of Anglicisms in the text made their overall understanding
of the article easier, 31.3 % said it was the same, and 3.1% said it was worse.
Question 3 consisted of two parts. 3.1 asked how the respondents found words
which are half-English half-German in comparison with words constructed only from
German: very difficult, difficult, the same, easy, or very easy. On the other hand, 3.2
queried if the respondents’ understanding of the text would have been different if the
words appearing as Anglicisms had been written as their German equivalents instead:
i.e., would their understanding be worse, the same or better?.
Question 3.1 asked how the respondents found words which are half-English
half-German, e.g. the word “Economy-Sitzplätze”, which is constructed from halfEnglish “Economy” and half-German “Sitzplätze”.
47
Table 18 Number and Percentage of participants’ response to Q 3.1, which asked
how the respondents found words which are half-English half-German
Level of understanding
Very difficult
Difficult
The same
Easy
Very easy
Total
Frequency
2
4
8
17
1
32
Percent
6.3
12.5
25
53.1
3.1
100
In response to Q 3.1 which asked how the respondents found words which are
half-English half-German, e.g. the word “Economy-Sitzplätze”, which is constructed
from half-English “Economy” and half-German “Sitzplätze”, 53.1% of respondents
found them easy, 25% the same, 12.5% difficult, 6.3% very difficult and the
remaining 3.1 % found them very easy. (See Table 18)
Question 3.2 queried if the respondents’ understanding of the text would have
been different if the words that appeared as Anglicisms had been written as their
German equivalents instead: i.e., would their understanding be worse, the same or
better? For example, the German equivalent “Leibesübung, Körperertüchtigung,
Körpererziehung” is used in German context instead of the English equivalent
“Sport”.
Table 19 Number and Percentage of participants’ response to Q 3.2, which queried
if the respondents’ understanding of the text would have been different if the words
appearing as Anglicisms had been written as their German equivalents instead
Level of understanding
Very difficult
Difficult
The same
Easy
Very easy
Total
Frequency
24
8
0
0
0
32
Percent
75
25
0
0
0
100
48
In response to Q 3.2, which asked whether the respondents’ understanding of
the text would have been different if the words appearing as Anglicisms had been
written as their German equivalents instead, the vast majority (75 %) of respondents
replied very difficult and a further 25% said difficult. Surprisingly, no respondents
replied the same, easy or very easy, as can be seen from table 19.
Table 20 was a comparative question to find out which words the respondents used
most frequently from a given pair of words, i.e., the Anglicism or the equivalent
German word.
Number
English
Frequency of
Percent
The equivalent
Frequency of
Percent
13
14
loanwords
AIDS
Airline
Airways
Alien
Analyst
Baby
babysitten
Babysitter
Badminton
Basketball
Bestseller
Blog
(Webblog)
Body
Business
15
16
17
18
Camping
canceln
checken
City
19
14
10
4
59.4
43.8
31.3
12.5
19
20
25
19
78.1
59.4
21
Club
EconomyKlasse
Editor
20
62.5
22
23
Event
Fitness
15
32
46.9
100
24
25
26
High-Tech
Hobby
Homepage
27
28
21
84.4
87.5
65.6
1
2
3
4
5
6
7
8
9
10
11
12
respondents
31
21
27
30
24
23
23
20
25
31
25
29
96.9
65.6
84.4
93.8
75.0
71.9
71.9
62.5
78.1
96.9
78.1
90.6
8
10
25.0
31.3
German words
erworbene Abwehrschwäche
Luftverkehrslinie, Luftfahrtgesellschaft
Luftverkehrslinie, Luftfahrtgesellschaft
Auβerirdischer
Börsenfachmann
Säugling, Neugeborenes, Kleinkind
Kinderhüten
Kinderhüter, Kinderbetreuer
Federball
Korbball
Verkaufsschlager
Internettagebuch
respondents
1
11
5
2
8
9
9
12
7
1
7
3
3.1
34.4
15.6
6.3
25.0
28.1
28.1
31.5
21.9
3.1
21.9
9.4
Körper, Leib, Gehäuse
Geschäft, Betrieb, Gewerbe,
Unternehmen
Kampieren, Zelten
abbrechen, annullieren
prüfen
Stadt, Innenstadt, Stadtmitte, Zentrum,
Altstadt
Klub, Verein
Touristenklasse
24
22
75.0
68.8
13
18
22
28
40.6
56.3
68.8
87.5
7
13
21.9
40.6
Herausgeber, Redakteur, Lektor, Cutter,
Computerprogramm zur Erstellung und
Bearbeitung von Daten.
Ereignis, Veranstaltung
körperliches und / oder geistiges
Wohlbefinden
Hochleistungstechnik, Spitzentechnik
Liebhaberei, Freizeitbeschäftigung
Heimseite, Leitseite, Startseite
12
37.5
17
0
53.1
0
5
4
11
15.6
12.5
34.4
49
Table 20 – ( continued)
Number
27
28
29
30
31
32
33
34
35
English
loanwords
Internet
Interview
Job
jobben
kidnappen
Kidnapper
Link
Make-up
Management
36
Manager
Frequency of
respondents
28
26
9
5
20
20
28
11
22
Percent
30
93.8
87.5
81.3
28.1
15.6
62.5
62.5
87.5
34.4
68.8
The equivalent
German words
Netz
Befragung, Unterredung
Arbeit, Arbeitsstelle, Beruf
arbeiten
entführen
Entführer
Verknüpfung
Schminke, Kosmetik
Geschäftsführung,
Unternehmensleitung
Führungskraft
Frequency of
respondents
4
6
23
27
12
12
4
21
10
Percent
2
6.3
12.5
18.8
71.9
84.4
37.5
37.5
12.5
65.6
31.3
37
38
39
40
41
Monitor
online
Party
Premium
Producer
22
25
21
17
18
68.8
78.1
65.6
53.1
56.3
42
Recycling
21
65.6
43
44
relaxen
Security
10
13
31.3
40.6
45
46
47
Service
Sex
Show
24
27
23
75.0
84.4
71.9
48
49
50
Slogan
Snack
Sport
22
22
30
68.8
68.8
93.8
51
52
53
54
55
starten
stoppen
Stress
Sundae
super
4
26
25
23
28
12.5
81.3
78.1
71.9
87.5
56
surfen
20
62.5
57
58
Swimmingpool
Talkshow
3
27
9.4
84.4
Bildschirm, Computerbildschirm
am / im Netz
Feier, Empfang, Fete, Fest
von höchster Qualität
Erzeuger, Fabrikant, Hersteller,
Produzent
Wiederverwertung,
Wiederverwendung
entspannen, erholen, sich ausruhen
1.Wachdienst, Sicherheitsbeamter,
Sicherheit
2.Wertpapier
Dienstleistung , Kundendienst
Geschlechtsverkehr
Aufführung , Schau ,
Veranstaltung, Vorstellung
Wahl-, Werbespruch , Schlagwort
Imbiss , Zwischenmahlzeit
Leibesübung, Körperertüchtigung ,
Körpererziehung
beginnen, anfangen
beenden, anhalten , aufhalten
Anspannung , Druck
Eisbecher
ausgezeichnet , außergewöhnlich ,
hervorragend
wellenreiten, windsurfen, im
Internet surfen
Schwimmbecken
Gesprächsrunde ( im Fernsehen )
10
7
11
15
14
31.3
21.9
34.4
46.9
43.8
11
34.4
22
19
68.8
59.4
8
5
9
25.0
15.6
28.1
10
10
2
31.3
31.3
6.3
28
6
7
9
4
87.5
18.8
21.9
28.1
12.5
12
37.5
29
5
90.6
15.6
50
Table 20 – ( continued)
Number
English
loanwords
Frequency
of
respondents
32
9
Percent
100
28.1
59
60
Tattoo
Team
61
62
Terminal
Ticket
13
5
40.6
15.6
63
64
65
66
Toast
Tourist
Track
Trainer
21
21
25
27
65.6
65.6
78.1
84.4
The equivalent
German words
Tätowierung
Mannschaft, Gruppe,
Arbeitsgemeinschaft
Abfertigungshalle
Karte, Eintrittskarte, Flugkarte,
Flugschein, Bahnkarte
Röstbrot, geröstetes Weißbrot
Reisender, Urlauber, Urlaubreisender
Spur, Datenspur
(Übungs-)Leiter, Ausbilder, Betreuer
Frequency
of
respondents
0
23
Percent
19
27
59.4
84.4
11
11
7
5
34.4
34.4
21.9
15.6
0
71.9
67
Training
25
78.1
68
69
70
71
Trend
Trip
Update
Video-onDemand
Website
WWW
23
5
25
29
30
29
72
73
7
21.9
71.9
15.6
78.1
90.6
Übung, Schulung, Lehrgang,
Weiterbildung, Fortbildung
Tendenz, Prozess, Mode, Zeitgeist
Ausflug, Reise
Aktualisierung
Filmabruf, Video auf Abruf
9
27
7
3
28.1
84.4
21.9
9.4
93.8
90.6
Webpräsenz, Webauftritt, Netzauftritt
Netz
2
3
6.3
9.4
The total number of English loanwords =
The total number of the equivalent German words =
65.50 %
34.50 %
Question 4 was a comparative question to find out which word respondents used
the most frequently from the given seventy-three different pairs of words, i.e., the
Anglicism or the equivalent German word. The word pairs and the respective
percentage of respondents who chose each one are shown in the table above:
In response to the total number of English loanwords (2336 in total), Table 20
shows that the Anglicisms were selected 1530 times in total or 65.50 % of the time. In
comparison, the all-German equivalents (2336 in total) were selected only 806 times
or 34.50 % of the time. The results showed that the 32 respondents tended to use more
English loanwords than the German equivalent.
51
Question 5 investigated second and third year students’ opinion regarding the
influence of English loanwords on German language.
Table 21 Number and Percentage of respondents’ opinions regarding the influence
of English loanwords and the adaptation of English loanwords in standard German
language
Questions
-
With English as an international
Frequency
Percent
language spreading all over the world,
21
65.6
11
34.4
32
100
Anglicisms being taken into the German
language and the adaptation of English
loanwords in German context are both
natural phenomenon
-
The influx of Anglicisms in German
language and the adaptation of English
loanwords in German context can
contribute to the loss of identity and
value of standard German language
Total
The results of Q5 investigating the general opinions of respondents towards
English influence on German or Denglish are shown in the table above. As can be
seen in Table 21, the majority of participants (65.6%) who responded to the
questionnaire felt that “With English as an international language spreading all over
the world, Anglicisms being taken into the German language and the adaptation of
English loanwords in German context are both natural phenomenon”, followed by
“The influx of Anglicisms in German language and the adaptation of English
loanwords in German context can contribute to the loss of identity and value of
52
standard German language”( 34.4 %). Overall, the respondents were generally mildly
positive in their opinion towards the influence of English on German, with some of
them quite concerned about Denglish. This is also reflected in the wide variety of
comments that were made by many of the respondents in the box provided after Q5. A
selection of their comments is provided in part four:
Part IV: SECOND AND THIRD YEAR STUDENTS’ SUGGESTIONS
AND OPINIONS TOWARDS THE ADAPTATION OF ENGLISH
LOANWORDS TO HELP UNDERSTAND GERMAN LANGAUGE
Two respondents actually liked having Anglicisms in German context and had
clearly positive comments to make:
1.1)
“Because English is so widely spoken, it is now as a “world language”
and we have learnt English since we attended kindergarden. Therefore,
it’s very easy to understand a German text that uses some English
words to replace German words.”
1.2)
“ ภ า ษ า อั ง ก ฤ ษ เ ป็ น ภ า ษ า ที่ ใ ช้ ทั่ ว โ ล ก
จึงอาจเป็ นเรื่ องปกติที่มีการยืมภาษาอังกฤษแต่เนื่องด้วยจากภาษาเยอรมันเป็ นภาษ
า ที่ ย า ก ด้ ว ย จึ ง อ า จ ท า ใ ห้ ผู ้ เรี ย น ไ ป จ ด จ า ภ า ษ า อั ง ก ฤ ษ ที่ คุ ้ น เค ย
ยืมคาในภาษาอังกฤษมาใช้อยูบ่ ่อยครั้ง ”
(“Due to the dominance of English as an international language,
German language has unavoidably absorbed loanwords from English.
Also, German is a tough language; therefore, German learners tend to
remember familiar English loanwords and frequently adopt them in a
German context.”)
53
The following respondent admits that English is currently the dominant
language. According to their opinion, although the Anglicisms will eventually
have some negative influence, some respondents remain positive and don’t
believe that English is a threat to German:
1.3)
“
ถึงภาษาอังกฤษจะเป็ นภาษาสากลและเข้ามามีอิทธิ พลกับภาษาเยอรมันนั้นอาจจะ
มี ข้ อ เสี ย บ้ า ง แ ต่ ค ง ไ ม่ ถึ ง ข น า ด ท า ใ ห้ เย อ ร มั น สู ญ ห า ย
ทาให้เข้าใจง่ายมากกว่าแต่คนเยอรมันและผูเ้ รี ยนภาษาเยอรมันควรรู ้คามาตรฐานภ
าษาเยอรมันด้วยเมื่อมีคายืมภาษาอังกฤษเข้ามาแทน”
(“Although the widespread and influence of English as an international
language may have some negative impact on German language, the
influx of Anglicisms in German language does not lead to the loss of
identity and value of standard German but rather helps people
understand German language. However, both native German people
and beginning German learners are supposed to learn standard German
word as well while adopting English loanwords in a German context.”)
More than one respondent, including the one below, was moderate in their
opinion regarding the influence of English loanwords on German and gave very
interesting reasons as follows:
1.4)
“
การใช้ภาษาอังกฤษเข้ามาช่วยอาจจะทาให้ผเู ้ ริ่ มเรี ยนภาษาเยอรมันเรี ยนรู ้ภาษาเยอ
รมันได้ง่ายขึ้น แต่ก็อาจจะไม่สามารถเรี ยนรู ้ศพั ท์เยอรมันได้จริ ง ”
(“Beginning learners of German may not know the standard German
word although the adaptation of English loanwords can help German
learner understand German more easily.”)
54
1.5)
Es ist mir einfach.
(“It is easy for me”)
1.6)
ใช้ศพั ท์ภาษาอังกฤษควบคู่ภาษาเยอรมัน
(“We should use both English loanwords and standard German
language simultaneously.”)
1.7)
Es ist ok! Alles auf dem Weg.
(“That is O.K.! Everything is on the way!”)
On the other hand, only one opinion regarding Denglish completely dismisses it:
1.8)
“ ไม่วา่ เป็ นภาษาอะไรก็ควรใช้คาตามมาตรฐานเดิมนั้นๆ ”
“Regardless of any language, the native language should be used.”
These comments show quite a mix of opinions, but it was necessary to give a
wide range to show that not everyone holds the same belief towards Anglicisms in
German. The majority of respondents had positive opinions. Some were slightly
negative and other respondents remained diplomatically neutral. Some were saddened
by the number of Anglicisms and others were happy to have Anglicisms in a German
context. But most importantly, no respondents were fanatically anti-English. In fact,
many of the respondents seem to accept the fact that languages change and influence
each other, and that borrowing occurs for a variety of reasons. The next chapter is the
final chapter, where the conclusion, discussion and recommendations for further study
are presented.
CHAPTER FIVE
CONCLUSION, DISCUSSION AND RECOMMENDATIONS
This chapter is divided into five parts: 1) a summary of the study, 2) a
summary of the findings, 3) discussion of the opinions towards the adaptation of
English loanwords to help understand German for second and third year students
majoring in German at the Faculty of Humanities, Kasetsart University 4) the
conclusion, and 5) recommendations for further research.
5.1 SUMMARY OF THE STUDY
5.1.1 Objectives of the Study
This research aimed to explore the opinion towards the adaptation of English
loanwords to help understand German for second and third year students majoring in
German at the Faculty of Humanities, Kasetsart University.
5.1.2 Subjects, Materials, and Procedures
5.1.2.1 Subjects – The subjects of this study were 32 second and third
year students majoring in German at the Faculty of Humanities, Kasetsart University.
5.1.2.2 Materials – The instrument for the data collection was a
questionnaire in the form of closed-ended questions, statements with a Likert Scale,
and open-ended questions.
The questionnaire was divided into six parts:
Part 1: Personal information, including the student’s gender, academic level, range of
age, English learning experience, German learning experience, English proficiency
and German proficiency.
Part 2: The opinions towards English and the reinforcement of German learning.
56
Part 3: The opinions towards English loanwords in a German text and students’
opinions towards English loanwords in a German text.
Part 4: A comparative question looking at which word respondents used most
frequently from seventy-three different pairs of words, i.e., the Anglicism or the
equivalent German word.
Part 5: Second and third year students’ opinion regarding the influence of English
loanwords and the adaptation of English loanwords in standard German language.
Part 6: Second and third year students’ suggestions and opinions towards the
adaptation of English loanwords to help understand German language using an openended question.
Additionally, to ensure that the questionnaire was practical and effective, a
pilot-testing questionnaire was conducted with three second and third year
undergraduate students majoring in German at the Faculties of Humanities and Arts.
The purpose of the pilot-testing questionnaire was to examine whether the
respondents were able to clearly understand the questionnaires. Based on the pilot
results and the advice of the three undergraduate students, there was no need to
modify the major parts of the survey questions. However, a minor area needed to be
amended as the results of the pilot test showed that some sentences in the questions
were unclear and ambiguous.
Consequently, some questions and the questionnaire wording were modified to
clarify the meaning for the respondents. Mistakes found in the pilot study were
adjusted before conducting the actual survey with the sample group. The results of the
pilot study provided correct information and a suitable questionnaire design.
5.1.2.3 Procedures – A Thai version of the questionnaire was distributed to the
students in August, 2011. The time limit to complete the questionnaire was one week.
All the questionnaires were returned within two weeks.
57
5.2 SUMMARY OF THE FINDINGS
The results of the study can be summarized as follows:
5.2.1 General Background Information
All respondents were second and third year students majoring in German at the
Faculty of Humanities, Kasetsart University. The large majority of respondents
(81.3%) were female, while only 18.3 % of them were male. Most of the respondents
(64%) had more than 15 years of English learning experiences and 90.6% of
respondents had between 3 and 7 years of German learning experiences. As can be
seen from the results of participants’ English proficiency in chapter 4, the majority of
respondents (68.8%) thought their level of English listening skills was mediocre,
whereas 28.1% said it was good. Most of the students (62.5%) thought their level of
English speaking skills was mediocre, only 3.1 % thought it was very good. The
majority of them (65.5%) thought their level of English reading skills was mediocre,
whereas 34.4 % said it was good. Surprisingly, only 3.1% of respondents thought
their level of English listening and reading skills were poor. Moreover, the majority of
respondents (71.9%) thought their level of English writing skills was mediocre, while
21.9% said it was good. As can be seen from the result of participants’ German
proficiency in chapter 4, the majority of respondents (68.8%) thought their level of
German listening skills was mediocre. Most of the students (75%) thought their level
of German speaking and reading skills were mediocre, while only 3.1% thought their
German reading skills were poor. The results show that 78.1% of respondents thought
their level of German writing skills was mediocre, whereas 12.5 % said it was good.
Surprisingly, only 9.4% of respondents thought their German speaking and writing
skills were poor.
5.2.2 The findings of the opinions towards the adaptation of English
loanwords to help understand German for second and third year students
majoring in German at the Faculty of Humanities, Kasetsart University are as
follows:
58
5.2.2.1 The opinions based on the influence of English loanwords and the
adaptation of English loanwords in standard German language.
Research question 1: Is there a relationship between English loanwords and
German language?
The results revealed that the majority of participants (65.6%) thought that “With
English as an international language spreading all over the world, Anglicisms being
taken into the German language and the adaptation of English loanwords in German
context are both natural phenomenon”, followed by “The influx of Anglicisms in
German language and the adaptation of English loanwords in German context can
contribute to the loss of identity and value of standard German language” (34.4%).
The results showed that the majority of respondents saw a relationship between
English loanwords and German language and were generally mildly positive in their
opinion towards the influence of English loanwords and the adaptation of English
loanwords in the German language, although some of them were quite concerned
about Denglish.
5.2.2.2 The analysis of opinions of second and third year students majoring
in German at the Faculty of Humanities, Kasetsart University towards English
reinforcing the learning of German
The study revealed that the second and third year students thought that
“Abilities and skills in English are important” to help them understand German (mean
= 4.81), followed by “Abilities and skills in both English and German are important”
(4.75). According to their opinion, “In comparison with other foreign languages, I
would like to learn English and German vocabulary only” (mean = 4.13), followed by
“In comparison with other foreign languages, I would like to learn English
vocabulary only” (mean = 2.34).
59
5.2.2.3 The analysis of opinions towards English loanwords in a German
text
Research question 2: Is there a relationship between the opinion towards the
adaptation of English loanwords and the understanding of the German language for
second and third year students majoring in German at the Faculty of Humanities,
Kasetsart University?
The results of the study in response to Q2, which enquired whether the presence
of Anglicisms in the text increased students’ overall understanding of the article
showed that 62.5% of respondents thought that the presence of Anglicisms in the text
improved their overall understanding of the article. Moreover, the results in response
to Q 3.1, which asked how respondents found half-English half-German words,
revealed that 53.1% of respondents found that half-English half-German words helped
them understand German. On the other hand, in response to Q 3.2, which asked
whether the respondents’ understanding of the text would have been different if the
words appearing as Anglicisms had been written as their German equivalents instead
revealed that the vast majority (75%) of respondents thought that the words which had
appeared as Anglicisms written as their German equivalents instead made their
understanding of German language worse.
5.2.2.4 The opinions based on a comparative question to find out which word
respondents used most frequently from seventy-three different pairs of words,
i.e., the Anglicism or the equivalent German word
The results in response to the total number of English loanwords (2336 in total)
showed that Anglicisms were selected 1530 times in total or 65.50% of the time. In
comparison with the all-German equivalent (2336 in total), which were selected only
806 times in total or 34.50 % of the time. The results showed that 32 respondents
tended to use more English loanwords than the German equivalent.
60
5.2.2.5 The opinions based on second and third year students’ suggestions
and opinions towards the adaptation of English loanwords to help understand
German language
The suggestions of the respondents are categorized into three parts: positive
comments, moderate comments and negative comments.
The vast majority of respondents who made positive comment regarding
Anglicisms in German stated that due to the widespread use of English as an
international language, the German language has unavoidably absorbed loanwords
from English; therefore, German learners tend to remember familiar English
loanwords and frequently adopt them in a German context to help them understand
German.
Other respondents who remained diplomatically neutral pointed out that
although the widespread influence of English as an international language may have
some negative impact on the German language, the influx of Anglicisms in German
language does not contribute to the loss of identity and value of standard German but
instead helps people understand German language more easily. However, both native
German speakers and beginning German learners should learn standard German
words as well while adopting English loanwords in a German context.
On the other hand, some respondents made slightly negative comments and felt
sad about the number of Anglicisms in German, stating that the native language
should always be used.
61
5.3 DISCUSSION
This section contains the discussion of the findings derived from the survey of
the investigation on the opinions towards the adaptation of English loanwords to help
understand German for second and third year students majoring in German at the
Faculty of Humanities, Kasetsart University and how this relates to the literature
review and previous studies.
The opinions based on the influence of English loanwords and the adaptation of
English loanwords in standard German language for second and third year
students majoring in German at the Faculty of Humanities, Kasetsart University
According to the theory and conceptual framework of Anglicisms in German
language (Hilgendorf, 2007, p. 134), research findings during the second half of the
20th century have provided evidence of thousands of terms being incorporated into
German as a result of contact with English. From the beginning of the 21st century, we
have witnessed the widespread influence of Anglicisms on the German language. This
remarkable phenomenon and the numerous domains of English borrowings
simultaneously reflect the English loanwords’ diffusion into the German language and
context. The results of this study are quite similar to previous research. The study
revealed that the majority of participants felt that the incorporation of Anglicisms into
the German language and the adaptation of English loanwords in a German context
are natural phenomena. Some respondents were concerned that the influx of
Anglicisms into the German language and the adaptation of English loanwords in a
German context could contribute to the loss of identity and value of standard German
language. The results showed that the majority of respondents saw a positive
relationship between English loanwords and German language and were generally
mildly positive in their opinion towards the influence of English loanwords and the
adaptation of English loanwords in German although some of them were quite as
concerned about Denglish.
62
The opinions towards English reinforcing the learning of German for second and
third year students majoring in German at the Faculty of Humanities, Kasetsart
University
In the previous study of Torpong Jamtawee (n.d.) on the relationship between
English and German and some teaching and learning methods of those languages
entitled “Reading a Foreign Language: Similarities and Differences between English
and German”, the researcher found although the problems included the total
difference between Thai and German language and inadequacy of vocabulary
affecting reading comprehension, the similarities and differences English and German
affect reading skills in a positive way. That is to say, both languages reinforce each
other. If a learner knows English well, they will have less problem reading and
understanding German texts. This confirms the findings of this study. Based on the
results gained from the respondents’ opinions towards English reinforcing German
learning, the students thought that their abilities and skills in English are more
important than their abilities and skills in both English and German in terms of
helping them learn and understand German language. In comparison with other
foreign languages, they would like to learn both English and German vocabulary
rather than learn only English vocabulary. This implies that the students thought both
languages, English and German, reinforce each other. The respondents thought that if
they have good knowledge and ability in English as well as an adequate English and
German vocabulary size, these skills and proficiency would be very important in
helping them understand German and could potentially affect their German learning
process and their abilities and skills in both English and German. The students, on the
other hand, did not think they could understand German much better than before nor
have less problems in the German learning process if they learned only English
vocabulary and ignored German terms.
63
The opinion towards the adaptation of English loanwords and the
understanding of German language for second and third year students majoring
in German at the Faculty of Humanities, Kasetsart University
The results of this study showed that the presence of Anglicisms in a German
text increased students’ overall understanding of the article both when the words
appearing as German equivalents were written as their English equivalents and when
the half-English half-German words were used. In contrast, the vast majority of the
respondents replied that their understanding of the text would have been worse if the
words appearing as Anglicisms had been written as their German equivalents instead.
According to the results gained from the respondents, the Anglicisms were most
frequently selected in response to Q 4, which was a comparative question to find out
which word respondents used most frequently from seventy-three different pairs of
words, i.e., the Anglicism or the equivalent German word. Additionally, the vast
majority of respondents pointed out that because of the widespread use of English as
an international language, the German language had unavoidably absorbed loanwords
from English; therefore, German learners tend to remember familiar English
loanwords and frequently adopt them in a German context to help them understand
German. Other respondents remained diplomatically neutral by saying that although
the widespread influence of English as an international language may have some
negative impact on the German language, the influx of Anglicisms into German
language does not lead to the loss of identity and value of standard German but
instead increases the understanding of German language. However, both native
German speakers and beginning German learners are supposed to learn standard
German words while adopting English loanwords in a German context. However,
some respondents felt that the number of Anglicisms was negative and that the native
language should be used.
The findings of this study were in line with the previous study of Frank G. Banta
(2002) entitled “Teaching German Vocabulary: The Use of English Cognates and
Common Loanwords ”, which found that learning German vocabulary can be
facilitated by using the English that we already know. Using English loanwords can
help create a new equivalent terms and both standard German and English loanwords
64
can be used interchangeably despite their stylistic differences. Therefore, a teacher
can employ this method as a teaching device by using English loanwords and German
terms side by side. Moreover, the results of this study also support the previous
research on the teaching of German in Thailand entitled “Teaching of German in
Thailand: Past, Present, and Future” by Wanna Saengaramruang, which found that the
teacher should use the technique of Internationalismen, which is defined as guessing
meaning from another foreign language that learners have studied before by
comparing them with English; this can perhaps contribute to the teaching of reading
of a German text and help Thai students to become more effective at learning
German. This implies that the majority of respondents seemed to accept that because
of the influence of English as an international language, the integration of English
loanwords into the German language is a natural phenomenon and the adaptation of
English loanwords in German helps learners understand German language more
easily. It can plausibly be assumed that the respondents tended to use more English
loanwords than German equivalents in a German context because they think English
loanwords may help them understand German. Thus, it can be assumed that the
method of adaptation of English loanwords to help understand German language can
be used effectively in the German teaching and learning process as students’
understanding increases if English loanwords are used in a German context rather
than the standard German equivalents. Therefore, it would be beneficial if teachers
used this technique.
5.4 CONCLUSION
The overall response to the questionnaire revealed that a positive attitude towards
English loanwords in German language was predominant; despite the differences in
opinions of some participants, most of the respondents had a positive opinion. Most
respondents did not perceive English loanwords as a threat and were more diplomatic
than expected, while others were slightly negative and saddened by the number of
Anglicisms in German. However, the overall findings showed that the majority of
respondents seemed to accept that the influence and integration of English loanwords
65
into the German language and the adaptation of English loanwords in a German
context are natural phenomena. This reinforces the fact that German is currently
borrowing substantially from English. In addition, the most important data extracted
from the questionnaire was the clear sentiment that the relationship between English
and the reinforcement of German plays an important role in this study. The majority
of respondents thought that their knowledge and ability in English as well as their
English and German vocabulary size are very important to help them understand
German and can potentially affect the German learning process, followed by their
abilities and skills in both English and German. The students, on the other hand, did
not think they could understand German much better than before nor have less
problem in the German learning process if they learned only English vocabulary and
ignored German terms. This implies that the students thought that both languages,
English and German, reinforce each other. Furthermore, the results derived from the
opinions towards the adaptation of English loanwords and the understanding of
German language showed that the presence of Anglicisms in a German text increased
students’ overall understanding of the article, both when words appearing as German
equivalents had been written as their English equivalents or when half-English halfGerman words were used. However, the vast majority of respondents’ understanding
of the text would have been worse if the words appearing as Anglicisms had been
written as their German equivalents instead. Thus, it can be probably assumed that the
students thought the adaptation of English loanwords in a German context helps them
understand German due to improved understanding if English loanwords are used in a
German context rather than the standard German equivalents. The attitudes revealed
in the questionnaire act as positive reinforcement that teachers of German should
make every effort to use the method of adaptation of English loanwords as an
effective technique to help improve students’ German language comprehension as
part of the German teaching and learning process.
66
5.5 RECOMMENDATIONS FOR FUTURE STUDIES:
The results and the interpretations of this study lead to many recommendations for
further studies, which are as follows:
1. The sample of this study was a small size. Further study should use a larger
sample size to improve statistical reliability.
2. This study was conducted with second and third year students majoring in
German at the Faculty of Humanities, Kasetsart University. It is advisable that
comparative studies should be conducted with a German language programme at
other universities and school levels to investigate whether the opinions towards
the adaptation of English loanwords to help understand German are the same.
3. This study used a questionnaire as the research instrument to obtain the
attitudes of the students towards the adaptation of English loanwords to help
understand German. It is suggested that interviews should be conducted in
further studies to obtain more in-depth information.
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Appendix A
Questionnaire in English
The opinions towards the adaptation of English loanwords to help understand
German for second and third year students majoring in German at the Faculty
of Humanities, Kasetsart University.
This questionnaire is part of a research paper as partial fulfillment of the
requirements of Master of Arts in English for Careers, Language Institute, Thammasat
University. It is used to collect the opinions towards the adaptation of English
loanwords to help understand German for second and third year students majoring in
German at the Faculty of Humanities, Kasetsart University. Your responses will be
strictly confidential and be used for the research purposes only. Please fill in whatever
you personally feel to be the most appropriate answer. The obtained results will be of
great importance to this research. Your assistance in completing the following items is
highly appreciated. You can be certain that this is for research purposes only and that
you will not be identified in any discussion of the data.
Your cooperation in answering this questionnaire is highly appreciated. If you need
more information, are interested in the results or have any questions about the
research, please contact me at phone no. 086-894-4107 or e-mail address:
firmmorikung@hotmail.com
76
Instructions: Please read the following statements and put (√) next to that which
is most true for you.
Part I: Demographics
1. Gender
1.1) � Male 1.2) � Female
2. Academic level
2.1) � Sophomore 2.2 ) � Junior
3. Range of Age
3.1) � below 18 3.2) � 18-21 3.3) � 21 above
4. English learning experience
4.1) � less than 12 years
4.2) � 12-15 years
4.3) � more than 15 years
5. German learning experience
5.1) � less than 3 years 5.2) � 3-7 years 5.3) � more than 7 years
77
6. English proficiency
6.1) Listening skills: � poor � mediocre � good � very good
6.2) Speaking skills: � poor � mediocre � good � very good
6.3) Reading skills: � poor � mediocre � good � very good
6.4) Writing skills: � poor � mediocre � good � very good
7. German proficiency
7.1) Listening skills: � poor � mediocre � good � very good
7.2) Speaking skills: � poor � mediocre � good � very good
7.3) Reading skills: � poor � mediocre � good � very good
7.4) Writing skills:
� poor � mediocre � good � very good
Part II : The opinions of second and third year students majoring in German at
the Faculty of Humanities, Kasetsart University towards English reinforcing the
learning of German
Directions: For each of the following statements, please tick (√) the answer that
best corresponds to the degree of your agreement, according to the following
response scale.
Response Scale:
5 = strongly agree
4 = agree
3 = neutral
78
2 = disagree
1 = strongly disagree
The opinions towards English loanwords in German
language
In my opinion, ….
1. Abilities and skills in English are important
Response Scale
5
4
3
2
1
2. Abilities and skills in German are important
3. Abilities and skills in both English and German are
important
4. Abilities and skills in both English and German help
me understand German language
5. In comparison with other foreign languages, I would
like to learn English vocabulary only
6. In comparison with other foreign languages, I would
like to learn German vocabulary only
7. In comparison with other foreign languages, I would
like to learn English and German vocabulary only
Part III: The opinions towards English loanwords in a German text
All respondents are humbly requested to take part in this research by answering
the questionnaire. Kindly respond to all the items as accurately and truthfully as
possible. It should only take a few minutes of your time to look at the whole text and
thoughtfully answer the following questions. Your responses would be of great help
in accomplishing the study. Please be advised that your participation will be treated as
confidential and be used for academic purposes ONLY. It would be appreciated if you
could assist in the completion of this questionnaire.
79
80
1. How many Anglicisms were there in this article?
1.1) less than 20 words  1.2) 20-30 words  1.3) 31- 40 words 
1.4) more than 40 words 
2. Did the presence of Anglicisms in the text make the overall understanding of the
article easier or not? For example, the English loanword “Airline” is used in this
German text instead of the German equivalent “Lufverkehrslinie,
Luftfahrtgesellschaft”.
2.1) worse 
2.2)
the same 
2.3)
easier 
3. How did you find words which are half-English half-German in comparison with
words constructed only from German: very difficult, difficult, the same, easy, or very
easy? Moreover, would your understanding of the text have been different if the
words appearing as Anglicisms had been written as their German equivalents instead:
i.e., would your understanding be worse, the same or better?
3.1) How did you find words which are half-English half-German, e.g. the word
“Economy-Sitzplätze”, which is constructed from half-English “Economy” and halfGerman “Sitzplätze”?
3.1.1) very difficult  3.1.2) difficult  3.1.3) the same  3.1.4) easy  3.1.5)
very easy 
81
3.2) Would your understanding of the text have been different if the words appearing
as Anglicisms had been written as their German equivalents instead: i.e., would your
understanding be worse, the same or better ? For example, the German equivalent
“Leibesübung, Körperertüchtigung, Körpererziehung” is used in the German context
instead of the English equivalent “Sport”.
3.2.1) very difficult  3.2.2) difficult  3.2.3) the same  3.2.4 ) easy  3.2.5)
very easy 
4. Directions: Please indicate which word you use most frequently from the given
pairs of words, i.e., the Anglicism or the equivalent German word.
English loanwords
AIDS
Airline
Airways
Alien
Analyst
Baby
babysitten
Babysitter
Badminton
Basketball
Bestseller
Blog (Webblog)
Body
Business
Camping
canceln
checken
City
The equivalent German words




































erworbene Abwehrschwäche
Luftverkehrslinie, Luftfahrtgesellschaft
Luftverkehrslinie, Luftfahrtgesellschaft
Auβerirdischer
Börsenfachmann
Säugling, Neugeborenes, Kleinkind
Kinderhüten
Kinderhüter, Kinderbetreuer
Federball
Korbball
Verkaufsschlager
Internettagebuch
Körper, Leib, Gehäuse
Geschäft, Betrieb, Gewerbe, Unternehmen
Kampieren, Zelten
abbrechen, annullieren
prüfen
Stadt, Innenstadt, Stadtmitte, Zentrum, Altstadt
82
English loanwords
Club
Economy-Klasse
Editor
Event
Fitness
High-Tech
Hobby
Homepage
Internet
Interview
Job
jobben
kidnappen
Kidnapper
Link
Make-up
Management
Manager
Monitor
online
Party
Premium
Producer
Recycling
relaxen
Security
Service
Sex
Show
Slogan
Snack
Sport
starten
The equivalent German words



































Klub, Verein
Touristenklasse
Herausgeber, Redakteur, Lektor, Cutter, Computerprogramm zur
Erstellung und Bearbeitung von Daten.
























Ereignis, Veranstaltung
körperliches und / oder geistiges Wohlbefinden
Hochleistungstechnik, Spitzentechnik
Liebhaberei, Freizeitbeschäftigung
Heimseite, Leitseite, Startseite
Netz
Befragung, Unterredung
Arbeit, Arbeitsstelle, Beruf
arbeiten
entführen
Entführer
Verknüpfung
Schminke, Kosmetik
Geschäftsführung, Unternehmensleitung
Führungskraft
Bildschirm, Computerbildschirm
am / im Netz
Feier, Empfang, Fete, Fest
von höchster Qualität
Erzeuger, Fabrikant, Hersteller, Produzent
Wiederverwertung, Wiederverwendung
entspannen, erholen, sich ausruhen
1.Wachdienst, Sicherheitsbeamter, Sicherheit
2.Wertpapier
Dienstleistung , Kundendienst
Geschlechtsverkehr
Aufführung , Schau , Veranstaltung, Vorstellung
Wahl-, Werbespruch , Schlagwort
Imbiss , Zwischenmahlzeit
Leibesübung, Körperertüchtigung , Körpererziehung
beginnen, anfangen
83







English loanwords
stoppen
Stress
Sundae
super
surfen
Swimmingpool
Talkshow
Tattoo
Team
Terminal
Ticket
Toast
Tourist
Track
Trainer
Training
Trend
Trip
Update
Video-on-Demand
Website
WWW
The equivalent German words






















beenden, anhalten , aufhalten
Anspannung , Druck
Eisbecher
ausgezeichnet , außergewöhnlich , hervorragend
wellenreiten, windsurfen, im Internet surfen
Schwimmbecken
Gesprächsrunde ( im Fernsehen )
Tätowierung
Mannschaft, Gruppe, Arbeitsgemeinschaft
Abfertigungshalle
Karte, Eintrittskarte, Flugkarte, Flugschein, Bahnkarte
Röstbrot, geröstetes Weißbrot
Reisender, Urlauber, Urlaubreisender
Spur, Datenspur
(Übungs-)Leiter, Ausbilder, Betreuer
Übung, Schulung, Lehrgang, Weiterbildung, Fortbildung
Tendenz, Prozess, Mode, Zeitgeist
Ausflug, Reise
Aktualisierung
Filmabruf, Video auf Abruf
Webpräsenz, Webauftritt, Netzauftritt
Netz
84






















5. In your opinion, how does the widespread use of English loanwords in German and
the adaptation of English loanwords in a German context influence standard German
language?
5.1)  Due to the impact of English as an international language on the German
language, it is a natural phenomenon in the life of languages that Anglicisms are taken
into German and that the adaptation of English loanwords in a German context is
occurring.
5.2)  It is a concern that the influx of Anglicisms in German language and the
adaptation of English loanwords in a German context will contribute to the loss of
identity and value of standard German language.
Part VIII: Respondents’ suggestions
Other comments: (Optional)
If you wish, you are welcome to make any additional comment on language(s) in
Thai, German and English:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Your cooperation in answering this questionnaire is highly appreciated. Thank
you very much for your help.
APPENDIX B
Questionnaire Thai version
แบบสอบถามเพื่อการวิจัย
เรื่ อง
ความคิดเห็นเกีย่ วกับการใช้ คายืมภาษาอังกฤษมาช่ วยในการทาความเข้ าใจภาษาเยอรมันสาหรับนิสิ
ตระดับปริญญาตรี เอกภาษาเยอรมัน ชั้นปี ที่ 2-3 คณะมนุษยศาสตร์ มหาวิทยาลัยเกษตรศาสตร์
บางเขน
แบบสอบถามนี้ได้จดั ทาขึ้น เพื่อเป็ นส่ วนหนึ่งของการศึกษาของนักศึกษาปริ ญญาโท
โครงการศิลปศาสตรมหาบัณฑิต สถาบันภาษา มหาวิทยาลัยธรรมศาสตร์
หลักสู ตรศิลปศาสตรมหาบัณฑิต สาขาภาษาอังกฤษเพื่ออาชีพ
จัดทาขึ้นเพื่อใช้ในการประมวลผลงานสารนิพนธ์โดยมีวตั ถุประสงค์เพื่อศึกษาเรื่ อง
ความคิดเห็นเกี่ยวกับการใช้คายืมภาษาอังกฤษมาช่วยในการทาความเข้าใจภาษาเยอรมันสาหรับนิสิ
ตระดับปริ ญญาตรี เอกภาษาเยอรมัน ชั้นปี ที่ 2-3 คณะมนุษยศาสตร์ มหาวิทยาลัยเกษตรศาสตร์
บางเขน ผูว้ จิ ยั จึงใคร่ ขอความกรุ ณาจากท่านในการตอบแบบสอบถาม
โดยขอให้อ่านแบบสอบถามอย่างละเอียดและตอบให้ครบทุกข้อตามความเป็ นจริ ง
ทั้งนี้ผตู ้ อบแบบสอบถามจะไม่มีผลกระทบจากการตอบแบบสอบถามแต่ประการใด
และการนาเสนอผลการวิจยั เป็ นภาพรวมเท่านั้น
หากท่านประสงค์จะทราบข้อมูลเพิ่มเติม
ทราบผลการวิจยั หรื อกรณี ที่ท่านมีคาถามหรื อข้อสงสัยเพิ่มเติม กรุ ณาติดต่อ นาย รณกร ธรรมจิตต์
โทรศัพท์ 086-894-4107 หรื อทางอีเมล์ firmmorikung@hotmail.com
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ส่ วนที่ 1 ลักษณะประชากรศาสตร์ของผูต้ อบแบบสอบถาม
คาชี้แจง โปรดทาเครื่ องหมาย √ ลงใน � ที่ตรงกับความเป็ นจริ งของท่านมากที่สุด
1. เพศ
1.1) � ชาย 1.2) � หญิง
2. ชั้นปี ที่
2.1) � ปี 2 2.2 ) � ปี 3
3. ระดับอายุ
3.1) � น้อยกว่า 18 ปี 3.2) � 18-21 ปี 3.3) � มากกว่า 21 ปี
4. ประสบการณ์ในการเรี ยนภาษาอังกฤษ
4.1) � น้อยกว่า 12 ปี 4.2) � 12-15 ปี 4.3) � มากกว่า 15 ปี
5. ประสบการณ์ในการเรี ยนภาษาเยอรมัน
5.1) � น้อยกว่า 3 ปี 5.2) � 3-7 ปี 5.3) � มากกว่า 7 ปี
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6. ความสามารถทางภาษาอังกฤษ
6.1) ทักษะการฟัง : � ไม่ดี � ปานกลาง � ดี � ดีมาก
6.2) ทักษะการพูด : � ไม่ดี � ปานกลาง � ดี � ดีมาก
6.3) ทักษะการอ่าน : � ไม่ดี � ปานกลาง � ดี � ดีมาก
6.4) ทักษะการเขียน : � ไม่ดี � ปานกลาง � ดี � ดีมาก
7. ความสามารถทางภาษาเยอรมัน
7.1) ทักษะการฟัง : � ไม่ดี � ปานกลาง � ดี � ดีมาก
7.2) ทักษะการพูด : � ไม่ดี � ปานกลาง � ดี � ดีมาก
7.3) ทักษะการอ่าน : � ไม่ดี � ปานกลาง � ดี � ดีมาก
7.4) ทักษะการเขียน : � ไม่ดี � ปานกลาง � ดี � ดีมาก
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ส่ วนที่ 2
แบบสอบถามเกีย่ วกับความคิดเห็นเกี่ยวกับคายืมภาษาอังกฤษทีม่ ีอยู่ในภาษาเยอรมันของนิสิตระดั
บปริญญาตรี เอกภาษาเยอรมัน ชั้นปี ที2-3 คณะมนุษยศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ บางเขน
โปรดอ่านข้ อคาถามทางด้ านซ้ ายมือแล้วพิจารณาว่า ท่านเห็นด้ วยกับข้ อ คาถามแต่ ละข้อในระดับใด
และเขียนเครื่ องหมายถูก (√) ลงในช่ องขวามือ โดยพิจารณาตามเกณฑ์ ทีก่ าหนดให้ ดังนี้
5 หมายถึง เห็นด้วยมากที่สุด
4 หมายถึง เห็นด้วยมาก
3 หมายถึง เห็นด้วยปานกลาง
2 หมายถึง ไม่เห็นด้วย
1 หมายถึง ไม่เห็นด้วยอย่างยิง่
คาชี้แจง : โปรดทาเครื่ องหมาย  ในช่องว่างที่ตรงกับระดับความคิดเห็นของท่าน
ความคิดเห็นต่ อการเรียนรู้ ภาษาอังกฤษควบคู่กบั ภาษาเยอรมัน
ในความคิดเห็นของข้าพเจ้า...
1. ความสามารถและทักษะทางภาษาอังกฤษเป็ นสิ่ งสาคัญ
2. ความสามารถและทักษะทางภาษาเยอรมันเป็ นสิ่ งสาคัญ
3.
ระดับความคิดเห็น
5
4
3
2
1
ความสามารถและทักษะทั้งทางภาษาอังกฤษและภาษาเยอรมันเป็ นสิ่
งสาคัญ
89
ความคิดเห็นต่ อการเรียนรู้ ภาษาอังกฤษควบคู่กบั ภาษาเยอรมัน
ในความคิดเห็นของข้าพเจ้า...
4.
ความรู ้ความสามารถทั้งภาษาอังกฤษและเยอรมันทาให้ขา้ พเจ้าเ
ข้าใจภาษาเยอรมันมากยิง่ ขึ้น
5. เมื่อเปรี ยบเทียบกับภาษาต่างประเทศอื่นๆแล้ว
ข้าพเจ้าอยากเรี ยนเพียงแค่คาศัพท์ภาษาอังกฤษ
6. เมื่อเปรี ยบเทียบกับภาษาต่างประเทศอื่นๆแล้ว
ข้าพเจ้าอยากเรี ยนเพียงแค่คาศัพท์ภาษาเยอรมัน
7. เมื่อเปรี ยบเทียบกับภาษาต่างประเทศอื่นๆแล้ว
ข้าพเจ้าอยากเรี ยนทั้งคาศัพท์ภาษาเยอรมันและภาษาอังกฤษ
ระดับความคิดเห็น
5
4
3
2
ส่ วนที่ 3
แบบสอบถามเกีย่ วกับความคิดเห็นเกี่ยวกับคายืมภาษาอังกฤษทีเ่ ข้ ามามีอทิ ธิพลในบทความภาษาเย
อรมัน
ขอให้ผตู ้ อบแบบสอบถามอ่านบทความและตอบคาถามตามที่กาหนดไว้ซ่ ึงจะใช้เวลาเพียงเล็กน้อยใ
นการทาแบบสอบถาม ผูว้ ิจยั จึงใคร่ ขอความกรุ ณาจากท่านในการตอบแบบสอบถาม
โดยขอให้อ่านบทความในแบบสอบถามอย่างละเอียดและตอบคาถามให้ครบทุกข้อตามความเป็ นจ
1
ริ ง ทั้งนี้ผตู ้ อบแบบสอบถามจะไม่มีผลกระทบจากการตอบแบบสอบถามแต่ประการใด
และการนาเสนอผลการวิจยั เป็ นภาพรวมเท่านั้น
90
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1. มีคายืมจากภาษาอังกฤษทั้งหมดกี่คาในบทความชิ้นนี้ ?
1.1) น้อยกว่า 20 คา  1.2) 20-30 คา  1.3) 31- 40 คา  1.4) มากกว่า 40 คา 
2. การที่มีคายืมจากภาษาอังกฤษเข้ามาปะปนในภาษาเยอรมันในบทความภาษาเยอรมัน
ส่ งผลกระทบอย่างไรต่อความเข้าใจในการอ่านบทความภาษาเยอรมันของคุณ ? ยกตัวอย่างเช่น
มีการใช้คายืมภาษาอังกฤษ เช่นคาว่า
“Airline” แทนคาภาษาเยอรมันมาตรฐานคาว่า “Luftverkehrslinie, Luftfahrtgesellschaft”
เป็ นต้น
2.1) แย่ลง 
2.2) เหมือนเดิม  2.3) ดีข้ ึน 
3.
คุณมีความคิดเห็นอย่างไรเกี่ยวกับการที่คาศัพท์หนึ่งคามีการผสมระหว่างคาภาษาเยอรมันมาตรฐาน
กับคายืมจากภาษาอังกฤษ เมื่อเปรี ยบเทียบกับการที่คาศัพท์หนึ่งคานั้นๆ
เป็ นคาศัพท์ภาษาเยอรมันมาตรฐานแท้ๆที่ไม่ได้มีการผสมกับคายืมจากภาษาอังกฤษแต่อย่างใด ?
92
3.1) คาศัพท์หนึ่งคามีการผสมระหว่างคาภาษาเยอรมันมาตรฐานกับคายืมจากภาษาอังกฤษ
ยกตัวอย่างเช่น คาว่า “Economy-Sitzplätze”
มีการผสมคาระหว่างคาภาษาเยอรมันมาตรฐานคือคาว่า “Sitzplätze”
และคายืมจากภาษาอังกฤษคือคาว่า “ Economy ” เป็ นต้น
3.1.1) ยากขึ้นมากๆ  3.1.2) ยากขึ้น  3.1.3) ไม่แตกต่าง  3.1.4) ง่ายขึ้น  3.1.5)
ง่ายขึ้นมาก 
3.2) คาศัพท์หนึ่งคานั้นๆ เป็ นคาศัพท์ภาษาเยอรมันมาตรฐานแท้ๆ
ไม่ได้มีการผสมกับคายืมจากภาษาอังกฤษแต่อย่างใด ? ยกตัวอย่างเช่น
มีการใช้คาภาษาเยอรมันมาตรฐานคาว่า
“Leibesübung,
Körperertüchtigung, Körpererziehung” แทนที่จะใช้คายืมจากภาษาอังกฤษ คาว่า “Sport”
เป็ นต้น
3.2.1) ยากขึ้นมากๆ  3.2.2) ยากขึ้น  3.2.3) ไม่แตกต่าง  3.2.4 ) ง่ายขึ้น  3.2.5)
ง่ายขึ้นมาก 
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4. โปรดเลือกคาศัพท์ที่คุณใช้บ่อยที่สุด ระหว่างคายืมจากภาษาอังกฤษ และ
คาภาษาเยอรมันมาตรฐาน
English loanwords
AIDS
Airline
Airways
Alien
Analyst
Baby
babysitten
Babysitter
Badminton
Basketball
Bestseller
Blog (Webblog)
Body
Business
Camping
canceln
checken
City
Club
Economy-Klasse
Editor
Event
Fitness
High-Tech
Hobby
The equivalent German words

























erworbene Abwehrschwäche
Luftverkehrslinie, Luftfahrtgesellschaft
Luftverkehrslinie, Luftfahrtgesellschaft
Auβerirdischer
Börsenfachmann
Säugling, Neugeborenes, Kleinkind
Kinderhüten
Kinderhüter, Kinderbetreuer
Federball
Korbball
Verkaufsschlager
Internettagebuch
Körper, Leib, Gehäuse
Geschäft, Betrieb, Gewerbe, Unternehmen
Kampieren, Zelten
abbrechen, annullieren
prüfen
Stadt, Innenstadt, Stadtmitte, Zentrum, Altstadt
Klub, Verein














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Touristenklasse
Herausgeber, Redakteur, Lektor, Cutter, Computerprogramm zur
Erstellung und Bearbeitung von Daten.

Ereignis, Veranstaltung
körperliches und / oder geistiges Wohlbefinden
Hochleistungstechnik, Spitzentechnik
Liebhaberei, Freizeitbeschäftigung




Homepage
Internet
Interview
Job








Heimseite, Leitseite, Startseite
Netz
Befragung, Unterredung
Arbeit, Arbeitsstelle, Beruf
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English loanwords
jobben
kidnappen
Kidnapper
Link
Make-up
Management
Manager
Monitor
online
Party
Premium
Producer
Recycling
relaxen
Security
Service
Sex
Show
Slogan
Snack
Sport
starten
stoppen
Stress
Sundae
super
surfen
Swimmingpool
Talkshow
The equivalent German words





























arbeiten
entführen
Entführer
Verknüpfung
Schminke, Kosmetik
Geschäftsführung, Unternehmensleitung
Führungskraft
Bildschirm, Computerbildschirm
am / im Netz
Feier, Empfang, Fete, Fest
von höchster Qualität
Erzeuger, Fabrikant, Hersteller, Produzent
Wiederverwertung, Wiederverwendung
entspannen, erholen, sich ausruhen
1.Wachdienst, Sicherheitsbeamter, Sicherheit
2.Wertpapier
Dienstleistung , Kundendienst
Geschlechtsverkehr
Aufführung , Schau , Veranstaltung, Vorstellung
Wahl-, Werbespruch , Schlagwort
Imbiss , Zwischenmahlzeit
Leibesübung, Körperertüchtigung , Körpererziehung
beginnen, anfangen
beenden, anhalten , aufhalten
Anspannung , Druck
Eisbecher
ausgezeichnet , außergewöhnlich , hervorragend
wellenreiten, windsurfen, im Internet surfen
Schwimmbecken
Gesprächsrunde ( im Fernsehen )
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

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

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


Tattoo
Team
Terminal
Ticket




Tätowierung
Mannschaft, Gruppe, Arbeitsgemeinschaft
Abfertigungshalle
Karte, Eintrittskarte, Flugkarte, Flugschein, Bahnkarte




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English loanwords
Toast
Tourist
Track
Trainer
Training
Trend
Trip
Update
Video-on-Demand
Website
WWW
The equivalent German words











Röstbrot, geröstetes Weißbrot
Reisender, Urlauber, Urlaubreisender
Spur, Datenspur
(Übungs-)Leiter, Ausbilder, Betreuer
Übung, Schulung, Lehrgang, Weiterbildung, Fortbildung
Tendenz, Prozess, Mode, Zeitgeist
Ausflug, Reise
Aktualisierung
Filmabruf, Video auf Abruf
Webpräsenz, Webauftritt, Netzauftritt
Netz
5. ในความคิดเห็นของท่าน
อิทธิพลของคายืมภาษาอังกฤษที่เข้ามาปะปนในภาษาเยอรมันและการใช้คายืมภาษาอังกฤษแทนคาเ
ยอรมันมาตรฐาน นั้นส่ งผลกระทบอย่างไรต่อภาษาเยอรมันมาตรฐาน
5.1)  เนื่องจากภาษาอังกฤษเป็ นภาษาสากลและมีการใช้อย่างแพร่ หลายทัว่ โลก
จึงเป็ นเรื่ องปกติที่มีคายืมภาษาอังกฤษเข้ามาปะปนในภาษาเยอรมันและมีการใช้คายืมภาษาอังกฤษ
แทนคาเยอรมันมาตรฐาน
5.2) 
เป็ นเรื่ องที่น่าเป็ นห่วงที่คายืมภาษาอังกฤษที่เข้ามาปะปนในภาษาเยอรมันและมีการใช้คายืมภาษาอัง
กฤษแทนคาเยอรมันมาตรฐาน ซึ่ งอาจส่ งผลให้คาเยอรมันมาตรฐานเหล่านั้นสู ญหายไปได้
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ข้ อเสนอแนะเพิม่ เติม
หากท่านมีขอ้ เสนอแนะหรื อความคิดเห็นเพิ่มเติมใดๆ
ท่านสามารถแสดงความคิดเห็นเป็ นภาษาไทย ภาษาเยอรมันหรื อภาษาอังกฤษได้ตามความประสงค์
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ผู้วจิ ัยขอขอบพระคุณทุกท่ านอย่ างสู งทีใ่ ห้ ความร่ วมมือเป็ นอย่ างดีในการกรอกแบบสอบถามฉบับนี้