<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Schmidt, Rosemarie</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Konfrontative Valenzuntersuchungen und Text im Fremdsprachenunterricht (am Beispiel des Verbs bringen)</style></title><secondary-title><style face="normal" font="default" size="100%">Съпоставително езикознание / Сопоставительное языкознание / Contrastive linguistics</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1989</style></year></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">18–22</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Besides sentence structure, valency as a word property also influences text structure both formally and pragmatically. The pragmatics of communication should not be ignored when discussing the syntactic and semantic features of a linguistic system. Therefore it seems reasonable to accept the existence of both optional and obligatory parts of a sentence. These are determined by the type of text chosen. The so-called prototype context is relevant to the type and number of parts of a sentence. The connection between valency theory and prototype semantics is quite suitable for foreign language teaching purposes since it puts a special emphasis on definite communicative situations.</style></abstract></record></records></xml>