Adverbs in German with translation. Special and problematic adverbs
Tula State University, Russia
Communicative types of dialogues and their language features
In most linguistic works, the authors operate with two classifications of dialogical speech, which are based on different criteria.
The following types of dialogues are distinguished by types of communicative attitudes:
a) dialogue-conversation;
b) dialogue-conversation;
c) dialogue-argument [Maksimov V.I. 2000:64].
They, in turn, are divided into subspecies depending on the content that expresses the intentions of the speakers.
According to the nature of the interaction of the participants in the dialogue, there are three main types dialogical speech:
a) dialogue-equality;
b) dialogue-dependence;
c) dialogue-cooperation [Maksimov V.I. 2000:64].
The considered types of dialogues of both classifications also differ different types modality, the predominance of certain communicative replicas (affirmative, interrogative, exclamatory, incentive) and the strategies of the participants in the dialogue (cooperative, non-cooperative).
Modality is a functional-semantic category that expresses various types of relation of the utterance to reality. [Yartsev V. N. 1990: 80].
Modality can be objective and subjective; it characterizes intentions, i.e. intentions, goals of the speaker. In scientific literature, some authors distinguish affirmative modality (“He will come today”), interrogative (“Will he come today?”), incentive (“Come today”), exclamatory (“He will come today!”). Other authors describe such types of modality as interest, objection, persuasion, aggression, emotionality, impact.
Linguists also distinguish between aletic modality, stating the reality of the statement (“He has come”), deontic, showing uncertainty, (“He must come”), epistemic, expressing great confidence (“Without a doubt, he will come”) [ Gerand V. 2001:66].
According to the first classification, dialogue-conversation is a type of verbal communication characterized by a cooperative strategy. Based on the content that expresses the intentions of the communicants, the dialogue-conversation can be divided into three subspecies: exchange of views on any issues; exchange of information about personal interests; aimless exchange of opinions, news, information (phatic communication). Each type of dialogue has a function corresponding to the name.
Under the speech behavior of people who realize the phatic function of utterance, we mean the intention that is directed at this act itself. In phatic speech behavior, private goals are always subordinate to the main intention of contact, and the informative task of the utterance is secondary. The connotative plan of a communicative-rhetorical nature is the absolute value. Unlike informative, phatic communication has the main installation on speech contact, for establishing and maintaining contact with the interlocutor of speech and social relations, for their regulation. As N.I. Formanovskaya, a phatic text is designed to seek sympathy, empathy, solidarity, to satisfy sensory hunger [Fedotova V.Yu. 2004:8].
Statements with a phatic dominant that perform various communicative functions often predominate. And if their informative, propositional function is relegated to the background, they do not become less "informative" in terms of interpersonal relations and the organization of speech interaction.
I. Hoffman, speaking of phatic elements, pointed out that these "empty" forms sometimes have a great semantic content[ E. Goffman 1987:81].
Much of the material "produced" during verbal interaction performs interpersonal functions. Additional goals are added to the informative goal: the search for consensus, the desire to prove one's case, the need to "save face" of the speaker and the interlocutor, or to compromise the "face" of the interlocutor, to show verbal aggression, etc.
As Arutyunova N.D. rightly notes, “the predominance of informative or phatic components depends on the type of speech interaction” [Arutyunova N.D., 1999:643-656]. The most ritualized are:
- "politeness formulas" and ritualized speech acts (greeting, apology, gratitude, compliment, etc.);
The system of addresses, titles, honorary titles, etc., playing significant role in establishing and maintaining verbal contact.
Modern research focuses on different components of interpersonal relationships: the system of psychological positions [Bern E., 1996]; the functioning of the mechanisms of politeness [ P. Brown, S. Levinson, 1978; G. Leech, 1983 and others].
When exchanging views on any issues, the participants express their point of view, where the modality-belief prevails, guided by the priorities and value orientations developed over the centuries, universal absolute truths and norms of life. The predominant character of replicas in this form is affirmative-exclamatory. An illustration of this type of dialogue can be a conversation between two friends about the merits of a particular direction in painting, about tastes, or a dialogue about the quality of products.
The second type of dialogue-conversation involves spiritual "consonance": compliments, sincere confessions and a characteristic modality of interest in approval. This type of dialogue is inherent in the affirmative-exclamatory, sometimes imperative character of replicas, which is characterized, as a rule, by a cooperative strategy. The third type of dialogue-conversation is idle communication, in which participants take pictures emotional overstrain, exercise wit by telling jokes, making political predictions, sharing their worries, telling jokes and stories. This type of dialogue-conversation is characterized by emotional modality. This is a type of dialogue in which, with various tactics, only a cooperative strategy dominates opinions. The exchange of information in a conversation can be one of the phrases of speech interaction, auxiliary tactics, so modality can be expressed in introductory words like: “you know”, “you can’t imagine.” These modal words and the recipient’s reaction to them (“I can’t imagine”, “really”, “I have no idea”) play the role of regulators in the course of dialogue-conversations. It is characterized by question-answer remarks, motivational and, of course, exclamatory ones.
Unlike a conversation, a conversation is a verbal exchange of information, during which both types of communication strategies are implemented - both cooperative and non-cooperative. As V.Yu. Fedotova, “the markers of cooperativity include various feedback markers that mark involvement in the act of speech: “I see”, “I understand”, “I am listening to you”, - replicas - “agree”, “good” and others that signal about a functioning communication channel. Reactive cues carry out the cooperation strategy through mimetic (softening) markers, for example in French: " Bien "and others [Fedotova V.Yu. 2004:8].
The second hallmark of a conversation is its purposefulness.
According to the intentions of the speaker, the following subtypes of dialogue-conversation are distinguished, performing the corresponding functional load:
a) informative dialogue-conversation;
b) prescriptive dialogue-conversation (beliefs in something, requests);
c) conversations aimed at clarifying interpersonal relationships(conflicts, quarrels, reproaches, accusations).
Indicators of the type of dialogue-conversation can be the initial phrases of the dialogues (“I have a conversation with you, an unpleasant conversation, business conversation”), containing an indication of the speaker's interest in the message and obtaining the necessary information. For this type, question-answer replication is characteristic, and the role of the leader, the participant directing the course of the dialogue, is played by the asker with short replicas-questions, re-questions, clarifications, and the role of the follower is played by the participant with replicas-answers of various lengths.
Dialogues-conversations of the second type, as a rule, take place between participants with different social and role characteristics, for example, between a father and a son, between neighbors with different social status. This type of conversation is characterized by the modality of persuasion, influence.
The motives of the dialogue-conversation are revealed by the verbs: “I ask”, “I demand”, “I advise”, “I insist”. There are motivating remarks here. In a conflict conversation, tactics of refusing to perform an action and, accordingly, tactics of influencing the addressee, systems of threats and punishments are possible.
The next type of dialogue-conversation is a conversation aimed at clarifying the relationship. It is based on a non-cooperative strategy of quarreling, conflict, reproaches, squabbles. Here, mockery, irony, hint often become a verbal form of expression of aggression. Hyperbole acts as a negative assessment in the form of a negative question, a negative affirmation, for example: “Are you always like this?”; “so you think?”, “so he did to you!” Silence can pursue a strategic goal, in particular, it can mean a desire to stop communication. This type of conversation is inherent in the modality of aggression.
A dispute is “an exchange of opinions with the aim of making a decision or finding out the truth” [Ivlev Yu.V. 1992:198].
Different points of view on a particular issue, however, have a common phase, not explicitly expressed in linguistic forms - interest in communication. The purpose of the dialogue-dispute is to find an acceptable solution, but at the same time it is also the search for truth. The participants in the dialogue-argument, citing various arguments in defense of their point of view, thus reacting to criticism, demonstrate a commitment to the truth. This type of dialogue can be characterized by both cooperative and non-cooperative strategies. In the dialogue-dispute, the affirmative-exclamatory nature of the replicas prevails.
There are the following four ways of developing beliefs: substantiation - direct appeal to reality, suggestion, argumentation. The task of argumentation is the belief in the truth of a statement.
In the context contemporary research in linguistic semantics and pragmatics [ J.-C. Anscombre, O. Ducrot, 1983; J. Moeschler , 1985; Baranov A.N., 1987, etc.] argumentation is considered as a special value-oriented macrotype of a communicative act, which has its own special conditions for success. According to the fair remark of A.N. Baranov, “the illocutionary purpose of the argumentation act is to influence the choice made by the addressee in the decision-making process. The argumentative act is distinguished by a specific structure, consisting of a sequence of theses, arguments and a conclusion, a conclusion ”[Baranov A.N., 1987: 15].
Argumentation is characterized by such features as persuasiveness (an indication of the reliability of what is being reported) and authorization (an indication of the source of the message), as well as dependence on the sociocultural context. In addition, there is a relationship that exists between the structure of the dialogic discourse and the argumentative strategy of the speakers [ J. Moeschler, 1985; 1986; Ch. Plantin, 1990].
In existing studies considering such argumentative markers as: presque, déjà, mais, d'ailleurs, certes, parce que, finalement [C. Sidar - Iskandar , 1983], the argumentative significance of the statement has three components: argumentative orientation, argumentative force, argumentative intention [ J. Moeschler 1985:49].
D.V. Bykov identifies the following components of an argumentative and, in particular, dialogic text: “a propositional and modal component, including an illocutionary component (information about the speaker’s expectations, inclinations, desires)” [Bykov D.V. 2003:15].
Criticism is the opposite of argumentation. Its purpose is to dissuade people in substantiating this or that position and to convince them of the falsity of this position. [Ivlev Yu. V. 1992:198].
According to the nature of the interaction of communicants, V.I. Maksimov singles out dialogue-equality, dialogue-dependence and dialogue-cooperation.
Dialogue-equality is such a form of communication when both participants in the dialogue are having a conversation that is not aimed at achieving any joint, specific result, and this expresses its function; in other words, according to the strategy, none of the participants depends on the interlocutor, for example, a dialogue-interview. The intention in the dialogues of the second classification is not the main differential feature, unlike the first one. Dialogue-equality is characterized by a cooperative strategy, the linguistic form of which is expressed in question-answer replication. This kind of modality as interest is typical not only for the leader who asks questions, but also for the respondent.
Dependency dialogue is characterized by the subordination of one of the participants over the other, for example, a dialogue between an employer and a job seeker. In this type of dialogue, both types of strategy can manifest themselves, manifesting themselves in the modality-interest. The prevailing nature of the replicas is affirmative-interrogative.
Dialogue-collaboration, for example: telephone conversation client with an employee of a computer repair company (both the client and the employee firms seek to solve a certain problem by joint efforts) [Maksimov V.I. 2000:64].
In this type of dialogic speech, modality-interest is expressed. Dialogue-cooperation is aimed at achieving the common goal of the communicants, therefore, it is marked by the predominance of the cooperative strategy. With this form of dialogue, the question-answer nature of the replicas is realized.
Thus, the analysis of theoretical and practical material confirms the proposition that, firstly, an indicator of different types of dialogues is, often, an initial cue; secondly, each type of dialogue has its own modality and special character of replicas; thirdly, the subtypes of the dialogue-conversation are the most diverse, rich in range-persuasion, interest in approval, emotional modality, as well as affirmative-exclamatory, question-answer and excitatory-exclamatory replication; fourthly, indicators of the type of dialogue-conversation, as a rule, is the initial replica , for example, "I have a conversation with you", the speaker's interest in communicating and receiving information, and, as a rule, question-answer replication; fifthly, some types of dialogues are difficult to distinguish (dialogue-equality and dialogue-cooperation), so, both one and the other have similar linguistic signs, and their difference is determined by the presence or absence of the joint goal of the speakers, sixthly, the name of each type of dialogue indicates its functional load.
Literature:
1. Arutyunova N.D. Language and the world of man. - M .: Languages of Russian culture, 1999. - 896 p.
2. Baranov A.N. Explicit mode in argumentative dialogue//Propositional predicates in logical linguistic aspect. - M.: Nauka, 1987. - S.13-17.
3.Bern E. Games that people play. People who play games. - M.: Special literature, 1996. - 398 p.
4. Bykov D.V. Functional and pragmatic characteristics of phraseological reflexes of the French language: abstract of Ph.D. dis. ... philol. Sciences. Pyatigorsk, 2003, 18s.
5. Ivlev, Yu. V. Logic [Text] / Yu. V. Ivlev. - M.: MGU, 1992. -270 c.
6. Maksimov, V. I. Russian languages and culture of speech [Text] / V. I. Maksimov. - M.: Gardariki, 2000. -412 p.
7. Fedotova V.Yu. Functional-pragmatic characteristics of the phatic strategies of the French language: Ph.D. dis. …cand. philol. Sciences. - Pyatigorsk, 2004, 18 p.
8. Yartsev, V.N. Linguistic Encyclopedic Dictionary [Text] / V.N. Yartsev. - M.: Modern Encyclopedia, 1990.- 400 s.
9. Anscombre J.-C., Ducrot O. L'argumentation dans la langue. – Bruxelles, 1983.-184 p.
10. Brown P., Levinson S. Universals in language usage: politeness phenomena//Goody E. N. (ed.) Questions and Politeness „Strategies in Social Interaction” Cambridge: Cambridge University Press, 1978. - P. 56-310.
11.Gerand V. Vocabulairedelanalyselitteraire./ V. Gerand, D. Bergez, J-J. Robrieux.- P: Nathan, 2001. - 440 p.
12. Goffman E. Façon de parler. - P.: Minuit, 1987. - 278 p.
13. Leech G. Principles of Pragmatics / G. Leech. - London-New-York: Longman, 1983. - 250 p.
14 Moeschler J. Argumentation et Conversation. Elements pour une analyse pragmatique du discourse. - P.: Hatier, 1985. - 203 p.
15. Moeschler J. Pragmatique conversationelle: aspects théoriques, descriptifs et didactiques.//Etudes de linguistique appliquée, N 63, 1986. - P. 40-50.
16.Plantin Ch. Essais sur l'argumentation. – P.: Eds. Kime, 1990.- 351 p.
17. Sidar-Iskandar C. Voyons! // Cahier de linguistique francaise, N 5. - Geneve, 1983. - p. 111-130.
This topic is considered one of the most difficult for students, because there are no such concepts in the Russian language. In addition to the theory of the formation of pronominal adverbs, there is a list of the most basic German verbs with control. For consolidation, an exercise and tests are given with a choice of answers and translation of sentences from Russian into German.
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In German, there is a special category of compound adverbs - pronominal adverbs, which replace the combination of a noun with a preposition. There are no such adverbs in Russian.
Pronouns are divided into:
- interrogative , which are formed by merging adverbs wo with prepositions, z.B.
wo + fur = wofur
- index , which are formed by merging the adverb da with prepositions, z.B.
da + fur = dafur
If the preposition begins with a vowel sound (an, aus, auf ...), then a connective is placed between the adverb and the preposition - r , z.B. wo + r + in = worin Worin besteht diese Aufgabe?
Pronominal adverbs can only replace nouns denoting inanimate objects or abstract concepts, z.B.
Die Fachschüler sprechen über die Resultate der Prufungen. – Die Fachschüler sprechen daruber.
The choice of a pronominal adverb depends on the administration of verbs, which often do not coincide in German and Russian. Therefore, they should be translated in combination with a verb, taking into account the difference in the administration of Russian and German verbs, z.B.
sich interessieren fur (Akk.) - to be interested in something
Wofür interessieren Sie sich? - Ich interessiere mich fur Musik.
Übung 1 Gebrauchen Sie die richtigen Pronominaladverbien da (r)- oder wo (r)-
- ... denkst du? (an die Hausaufgabe)
Denke ich nie.
- ... wartest du? (auf bessere Zeiten)
Warten alle.
- ... freust du dich? (auf meinen Geburtstag)
Was? ... freust du dich?
- ... soll ich dir helfen?
Bei den Hausaufgaben natürlich.
Mensch! Immer muss ich dir...helfen!
- ...redet der Lehrer? (über deutsche Verben)
Ich verstehe nicht, wie man ... so lange reden kann.
Verben mit festen Präpositionen
- abhängen von + D. depend on k - l, h - l.
- achten auf + Akk. pay attention, respect
- anfangen mit + D. begin (sya)
- antworten auf + Akk. Answer to
- sich ärgern über + Akk. get angry, get annoyed with
- aufhören mit + D. stop
- aufpassen auf + Akk. be careful, look after
- sich aufregenüber + Akk. to worry about
- sich bedanken bei + D. fur + Akk. thank k - l. for h - l.
- beginnen mit + D. begin h - l. with h - l.
- berichten über + Akk. inform, report
- bestehen aus D. consist of
- bestrafen fur + Akk. punish, punish
- sich beteiligen an + D. participate in h - l., engage k - l.
- j - n bitten um + Akk. ask to l. o h - l.
- j – m danken fur + Akk. thank to l. for h - l.
- denken an + Akk. remember, think
- diskutieren über + Akk. discuss, debate
- einladen zu + D. invite to
- sich entscheiden fur +Akk. decide on h - l.
- sich entschuldigen bei + D. für + Akk. make excuses, apologize
- sich erinnern an + Akk. remember about, remember
- sich erkundigen nach + D. inquire about
- erzählen von + D.,über + Akk. talk about
- fragen nach + D. ask about
- sich freuenüber +Akk. rejoice in what has happened
auf + Akk coming
An + D. what is happening now
- gehenum + Akk. talk about
- gehören zu + D. to belong to
- sich gewohnen an + Akk. get used to k - l., h - l.
- glauben an + Akk. believe to - l, h - l., in h - l.
- j –m gratulieren zu + D. congratulate k – l. with h - l.
- hoffen auf + Akk. hope for
- sich informieren über + Akk. inform about
- sich interessieren fur + Akk. be interested in - l., h - l.
- kämpfen fur + Akk. = (um + Akk) fight for
gegen + Akk. against
- sich kümmern um + Akk. take care of
- lachenüber + Akk. laugh at
- nachdenken über + Akk. think about, think about
- protestieren gegen + Akk. protest against
- mit j - m reden über + Akk. (von + D.) speak with k - l. o h - l.
- sorgen fur + Akk. take care of
- sprechen mit+ D.über + Akk. talk to k - l. o h - l.
- sterben an + D. die from
- suchen nach + D. search
- teilnehmen an + D. take part
- telefonieren mit + D. talk on the phone with
- träumen von + D. to dream about
- sich überzeugen von + D. make sure
- sich unterhalten mit + D.über + Akk. talk with k - l. o h - l.
- sich verabschieden von + D. say goodbye to
- vergleichen mit + D. compare with
- sich verlassen auf + Akk. to rely on
- sich verlieben in + D. fall in love with
- verstehen von + D. understand h - l.
- sich vorbereiten auf + Akk. prepare to
- j - n warnen vor + D. warn against
- warten auf + Akk. wait
- sich wenden an + Akk. speak to
- wissen von + D. know about
- zweifeln an + D. doubt
- zwingen zu + D. compel to
test
Write down the right suggestion
- Wir nehmen … Wettkampf teil.
a. imb. vom c. am d. auf
- Wartest du … deinen Freund?
a. an b. auf c. Uber d. fur
- Wir bereiten uns … die Prüfung vor.
a. an b. fur c. auf d. zu
- Unser Lehrer interessiert sich … Geschichte.
a. von b. an c. fur d. mit
- Die Eltern sorgen … ihre Kinder.
a. über b.fur c. an d. auf
- Das Kind freut sich … das Geschenk.
a. fur b. um c. auf d. uber
- In diesem Text geht es … die Arbeitslosigkeit.
a. um b. fur c.von d. uber
- Der Freund gratuliert mir … Geburtstag.
a. zu den b. zoom c. mit d. fur
- Er beschäftigt sich … diesem Problem schon drei Jahre.
a. mit b. von c. um d. uber
- Die Bevölkerung dieses Landes kämpft … die Unabhängigkeit.
a. auf b. gegen c.fur d. uber
- Meine Eltern erinnern sich … unsere Reise.
a. an b. fur c. Uber d. auf
- Meine Familie besteht …fünf Personen.
a. von b. mit c. aus d. in
- Achte … deine Aussprache!
a. fur b. auf c. an d. uber
- Wir fahren … dem Russischen Museum vorbei.
a. neben b. an c. von d. mit
- Ich hoffe … deine Hilfe.
a. auf b. zu c. fur d. uber
Total: 15 Danke schön!
test
Write down the right suggestion
- Ich erinnere mich viel … meine Reise durch die Schweiz.
a. an b. uber c. von
- Du sollst noch … deinen Eltern telefonieren.
a. zu b. mit c. an
- Zur Zeit beschäftigt sich mein Freund Klaus … einem wissenschaftlichen Vortrag.
a. an b. mit c. auf
- Wir freuen uns sehr … die Einladung meiner deutschen Freunde.
a. uber b. an c. auf
- Mein Bruder studiert … der Hochschule für Fremdsprachen.
a. in b. von c. an
- Ich träume … Reise nach Österreich. Ich möchte Wien besuchen.
a. über die b. von der c. auf der
- Er denkt … bevorstehenden Prüfungen.
a. an die b. an der c. Uber die
- Die Eltern sorgen sehr … Ausbildung ihrer Kinder.
a. um die b. an der c. fur die
- Er hat … während der Arbeit sehr gestört.
a. mir b. mich c. sich
- Bis zur Schule können wir … Bus fahren.
a. mit dem b. mit den c. auf dem
11.Hier wartet…mein Freund. Er ist aus Leipzig gekommen.
a. auf mir b. auf mich c. auf ich
12. Ich suche so lange … Heft. Wo liegt es?
A.nach meiner b.nach meinem c. nach meines
13. Er begegnet … oft.
A. ihn b. ihm c. er
14. Ich beginne die Stunde … Wiederholung.
A. mit der b. von der c. aus der
15. Sie unterhalten sich mit dem Lehrer ... Arbeit.
A. von der b. uber die c. durch die
Total: 23 Danke schön!
test
Translate the sentences into German
- Soon the holidays will come and our whole family is enjoying the rest in the mountains.
- The teacher praises Stefan: "I'm happy about your academic success this year."
- When do students in Russia congratulate their teachers on Teacher's Day?
- I am interested in computer games.
- My sister wants to always look neat and takes care of her clothes.
- The topic of conversation was very sensitive and I wanted to talk to the teacher face to face.
- In her last letter, Monica thanks her friend Nina for the beautiful postcard from the Black Sea.
- Each of us remembers the wonderful summer holidays.
- My friend Gisela is not interested in physics at all, she is more interested in literature and art.
- We are looking forward to the holidays.
Total: 30 Danke schön!
In German, adverbs can appear at the beginning or middle of a sentence. For position in the middle of a sentence, the rules given in this section apply.
Beispiel
Steffi trifft sich oft mit ihren Freunden zum Tennisspielen und sie überlegt zurzeit Darum ging sie gestern in ein Sportgeschäft. Die Auswahl der Schläger war riesengross. Steffi bat deshalb einen Verkaufer um Rat.
Der Verkaufer zeigte and erklärte Steffi gern verschiedene Schlager. Sie spürte schon, dass sie mit dem einen eher zurechtkam als mit den anderen. Doch etwas weiter rechts davon hing ein Schläger, der ihr am meisten zusagte. Am liebsten hätte sie ihn gekauft. Doch im Geschäft konnte sie den Schläger nirgendwo ausprobieren.
Sie fragte den Verkaufer ob er ihn ihr freundlicherweise zur Probe überlassen könnte, doch das ging leader nothing.
Position of adverbs in a sentence
Adverbs at the beginning of a sentence
If an adverb is placed at the beginning of a sentence, the word order changes: the verb remains in second position, and the subject takes third.
For example: Sie ging in ein Sportgeschäft. → Deshalb ging sie in ein Sportgeschäft. She went to the sports shop. → So she went to the sports shop.
Adverbs in the middle of a sentence
In the middle of a sentence, an adverb can take different positions. Here are the rules to keep in mind when constructing a proposal.
- Usually the adverb is placed before the direct object (in the accusative) but after the indirect object (in the dative). For example: Sie bat deshalb einen Verkaufer um Rat. So she asked the salesperson for advice. Der Verkaufer zeigte und erklärte Steffy gern verschiedene Schlager. The seller was happy to show and describe different rackets to Steffi.
- To emphasize the adverb, it can be put after a direct object. For example: Doch sie konnte die Schläger nirgendwo ausprobieren. But she could not try rackets anywhere.
- Adverbs cannot be placed directly before pronouns. If the indirect and direct object are pronouns, the adverb is placed after both objects. For example: Sie fragte den Verkäufer, ob er ihn ihr freundlicherweise zur Probe überlassen könnte. She asked the seller if he could kindly give them to her to try.
- If there are no objects in the sentence, the adverb is placed directly after the conjugated verb. For example: Si uberlegt zurzeit, sich einen neuen Schlager zu kaufen. She is now thinking of buying herself a new racket. Das ging leader nothing. This, unfortunately, was not possible.
- If an object or circumstance of place or time is preceded by a preposition, the adverb is placed before the preposition. For example: Steffi trifft sich oft mit ihren Freunden zum Tennisspielen. Steffi often meets up with his friends to play tennis. Sie ging gestern in ein Sportgeschäft. She went to the sports shop yesterday.
Comparative degrees of adverbs
Adverbs do not change by gender, case or number. However, some of them have comparative degrees.
For example: Sie spürte schon, dass sie mit dem einen eher zurechtkam als mit den anderen. She already felt that one (of the rackets) suited her better than the others. Doch etwas weiter rechts davon hing ein Schläger, der ihr am meisten zusagte. But a little to the right lay the racket, which most of all came to her taste. Am liebsten hätte sie ihn gekauft. Most of all she wanted to buy it.
From some adverbs of place, you can form something like a comparative and superlative degree using the expression weiter/am weitesten.
This lesson covers the following topics: Adverbs of time, place and manner of action. This course is designed to help you learn grammar and vocabulary. Try to concentrate on the following examples as they are very important for learning the language.
Adverbs
Grammar Tips:
Adverbs of time, place, and manner of action are very important to learn because they are used in everyday communication. Try to memorize the available new words. Try also to write down words you do not understand or expressions you are not familiar with.
The following table shows some examples, please read them carefully and see if you can understand them.
| Adverbs | Adverbs |
|---|---|
| adverbs | adverbien |
| I read a book sometimes | Manchmal lese ich ein Buch |
| I will never smoke | Ich werde nie rauchen |
| You by yourself? | Bist du allein? |
You are done with the first table. Did you notice any grammatical patterns? Try to use the same words in different sentences.
Adverbs - Expressions
The following table will help you understand this topic in more depth. It is important to memorize any new words you come across because you will need them later.
| Adverbs | Adverbs |
|---|---|
| adverbs of time | Adverbien der Zeit |
| yesterday | gestern |
| today | heute |
| tomorrow | morgen |
| currently | jetzt |
| then | Dann |
| later | spater |
| tonight | Heute Abend |
| right now | in diem moment |
| last night | Letzte Nacht |
| this morning | Heute Morgen |
| next week | nächste Woche |
| already | bereits, schon |
| recently | vor kurzem, kürzlich |
| recently | in letzter Zeit, neulich |
| soon | bald |
| immediately | sofort |
| still | immer night |
| more | night |
| ago | vor |
| adverbs of place | Adverbien des Ortes |
| here | hier |
| there | dort |
| there | dort druben |
| everywhere | uberall |
| everywhere | irgendwo |
| nowhere | nirgends |
| Houses | nach Hause, zu Hause |
| away | weg |
| from | heraus |
| adverbs in the manner | Adverbien der Art und Weise |
| very | sehr |
| quite | ganz |
| enough | hubsch |
| in fact | wirklich |
| fast | Schnell |
| well | gut |
| hard | heart |
| fast | Schnell |
| slowly | langsam |
| carefully | vorsichtig |
| unlikely | Kaum |
| barely | Kaum |
| mainly | meist |
| almost | fast |
| absolutely | durchaus, allerdings |
| together | zusammen |
| by oneself | allein |
| adverbs of frequency | Häufigkeitsadverbien |
| always | immer |
| often | haufig |
| usually | normalerweise, in der Regel |
| sometimes | manchmal |
| sometimes | gelegentlich |
| rarely | selten |
| rarely | selten |
| never | nie |
We hope this lesson helped you with grammar and vocabulary.
Adverb
Some German dialects, which are even very often used, may seem simple at first glance to Russian speakers, but they are used in different situations differently, or there may simply not be an exact analogue of them.
This article presents the most incomprehensible adverbs with explanations and examples.
1. schon ~ nicht mehr
First adverb
→ Das habe ich schon zehnmal gesagt. (I've said this 10 times already.)
→ Das Essen ist schon fertig. (Dinner is already ready.)
However, negation (!) looks different:
→ Ich weiss nothing more, wann du das gesagt hast. (I no longer know when you said that.)
→ Ich cann nothing more essen. (I already/can't eat anymore.)
2. sogar/selbst ~ nicht einmal
And
→ Sie hat sogar ihr eigenes Buch geschrieben. (She even wrote her own book.)
→ Alle schätzen sie, verehren sie sogar. (Everyone appreciates her, even reveres her.)
→ Selbst Thomas, der nie Zeit hat, ist gekommen.
(Even/And Thomas, who never has time, came.)
And here the negation (!) looks different:
→ Ich kenne ihn schon drei Jahre und weiß nicht (ein) mal, wo er wohnt.
(I've known him for three years and don't even know where he lives.)
3.immer/stats
Both adverbs mean<всегда>. The difference is minimal.
→ Ich habe immer Recht. (I'm always right.)
→ Stets zu Ihren Diensten! (Always at your service!)
→ Die Reichen werden immer reicher und die Armen immer armer.
(The rich are getting richer and the poor are getting poorer.)
4. auch
Russian dialects<тоже>, <также>and<и>can, depending on the context, all be translated into this German dialect:
→ Wir haben also(ein) schönes Wetter. (We also have good weather.)
→ Auf der Seite finden Sie also Informationen über die kommenden Veranstaltungen.
(You will also find information about upcoming events on the website.)
→ Deshalb hat er dich also gefragt. (That's why he asked you.)
→ Auch ich war mal jung. ((Once) And I was young.)
5.genau
German dialect
→ Ich weiss nicht genau. (I do not know for sure.)
→ Genau vor einem Jahr haben wir uns kennengelernt. (Exactly one year ago we met.)
→ Im Buch ist alles genau beschrieben. (The book details everything.)
6. vielleicht ~ moglicherweise
There are variants in Russian<возможно>and<может быть>, however, they have their other direct German counterparts (möglicherweise = maybe; kann sein = maybe), i.e. for the adverb
→ Es wear vielleicht besser, wenn... (Perhaps / maybe (maybe), it would be better if ...)
And
→ Unter den Verletzten gibt es moglicherweise Opfer. (Among the wounded, there may be casualties.)
7.umsonst
An ambiguous adverb that can, depending on the context, mean either<зря/напрасно>, or<бесплатно/даром>:
→ Alles war umsonst. (It was all in vain/in vain.)
→ Wir haben alles umsonst bekommen. (We got everything for free/free.)
8. mindestens ~ zumindest/wenigstens/immerhin
First adverb
→ Jeder Film dauert thoughtestens 45 minutes. (Each film is at least 45 minutes long.)
The difference between adverbs
→ Zumindest/Wenigstens/Immerhin hat er es versucht. (At least he tried it.)
→ Ich weiß nicht, ob das wahr ist. Zumindest hat er es so gesagt.
(I don't know if that's true. At least that's what he said.)
→ Er hätte sich zumindest/wenigstens entschuldigen konnen! (He could at least apologize!)
9. in der Zwischenzeit/inzwischen ~ mittlerweile/inzwischen
Circumstance
→ Du kannst in der Zwischenzeit/inzwischen deine Sachen auspacken.
(You can unpack your things in the meantime.)
At the adverb
→ Zuerst kam es mir komisch vor, aber mittlerweile/inzwischen habe ich mich daran gewohnt.
(At first it seemed strange to me, but now I'm used to it.)
→ Er hat viele Jahre gelitten, aber mittlerweile/inzwischen geht es ihm besser.
(He suffered for many years, but today he feels better.)
10. zuerst ~ vorerst/ furs Erste/ erst (ein) mal
Adverb
→ Zuerst kam es mir komisch vor, aber ich habe mich daran gewöhnt.
(At first it seemed strange to me, but I got used to it.)
Analogues of the Russian dialect<пока>are
→ Ich will vorerst/ fürs Erste/ erst (ein)mal Keine Kinder. (I don't want kids yet.)
11. nur/erst ~ gerade mal
Adverbs
→ Nur Fachmanner können helfen. (Only experts can help.)
→ Ich habe Nur 10 Euro dabei. (I only have 10 euros with me.)
→ Der nächste Bus kommt erst in einer Stunde. (next bus will be in an hour.)
→ Erst mit 30 beendete er sein Studium. (Only at 30 did he finish his studies.)
→ Der Junge ist erst zwei Jahre alt. (The boy is only two years old.)
→ Innerhalb der ganzen Zeit habe ich nur/erst Drei Seiten Gelesen.
(I only read three pages in all that time.)
Russian<всего лишь>corresponds to German
→ Der Junge ist gerade mal zwei Jahre alt. (The boy is only two years old.)
→ Innerhalb der ganzen Zeit habe ich gerade mal Drei Seiten Gelesen.
(I only read three pages in all that time.)
12. gerade/jetzt/gleich ~ gerade ~ gerade eben
Russian dialect<сейчас>can refer to the past, present, and future. Accordingly, in German there are three (or two) different translations:
→ Wir waren gerade draussen. (We were outside now.)
→ Wir sind jetzt/gerade draussen. (We are outside now.)
→ Wirgehen gleich nach draussen. (We're going outside now.)
→ Wir waren gerade draussen. (We were then / at that moment were on the street.)
→ Wir waren gerade eben draussen. (We were just outside.)
13. vorhin
There is no analogue in Russian. In dictionaries you will find the translation<только что>, but in fact this adverb refers to an action that was more than a few minutes ago, but on the same day. That is, it means the moment between<только что>and<недавно>(e.g. a couple of hours ago):
→ Ich habe sie vorhin auf der Straße gesehen. (I just/recently saw her on the street.)
14. vorbei
This adverb can mean<позади>, if the meaning has a hint of relief, and it can be used in cases where in Russian it is replaced by a verb<пройти>. In any case, the Germans prefer the use of the word
→ Die schweren Zeiten sind vorbei. (Hard times behind.)
→ Die Pause ist schon vorbei. (The pause has already passed.)
15. vorher/davor ~ nachher/danach
Adverbs
→ Sie hatten sich vorher/davor nie gesehen. (They had never met before.)
The same applies to adverbs.
→ Am 19. Juni ist (ein) Feiertag, und nachher/danach haben die Kinder Ferien.
(June 19 will be a holiday, and after that the children will have a vacation.)
16. schließlich
This adverb has two main meanings. The first can be translated as<в конце концов>, while the second has no exact analogue, but can be expressed by the Russian particle<ведь>:
→ Schließlich camer doch. (Eventually, he did come.)
→ Siewird mir helfen; sie ist schließlich meine beste Freundin.
(She will help me, because she is my best friend.)
17. doch
Adverb
→ Ich bemühe mich sehr, und doch schaffe ich es nothing.
(I try really hard and still I can't do it.)
The second meaning of this adverb has no exact analogue, but it is also closest to<всё-таки>. Unlike the first meaning, it refers to the circumstances of the case, which the speaker at first considered improbable (for example, when someone changed their mind about something). Here it is heavily emphasized:
→ Schließlich ist er doch gekommen. (Eventually he did come.)
18. daneben ~ nebenan
Both options mean<рядом>but there is a slight difference. The first option is the usual indication of the place, while the second option refers to housing or premises (for example, at work):
→ Er saß auf der Bank, ich stand Daneben. (He was sitting on the bench, I was standing next to him.)
→ Erist nebenan. Sein Zimmer ist nebenan. Er wohnt/arbeitet nebenan.
(He (is) nearby. His room (is) nearby. He lives/works nearby.)
19. hier ~ dort ~ da
First adverb
→ Hier darf man nothing parken. (Parking is not allowed here.)
→ Dieses Buch hier kostet 30 Euro. (This book costs 30 euros.)
Second adverb
→ Dort darf man nothing parken. (You can't park there.)
→ Siehst du den Typ dort? (Do you see that guy here?)
Third adverb
→ East da jemand? (Is there/is anyone here?)
→ Da ist der Supermarkt. (There is a supermarket.)
→ We ist da? (Who's there?)
→IstMax da? (Max at home?)
→ Siehst du den Typ da? (Do you see that guy here?)
→ East night Suppe da? (Is there soup yet?)
→ Ich bin gleich wieder da. (I'll be right back.)
→ Da kommter (schon). (Here he comes.)
→ Da bin ich froh. (Then I'm glad.)
→ Das war fruher. Da gab es noch kein Internet.
(That was before. There was no Internet back then.)
→ Es regnet. Da bleibe ich lieber zu Hause. (It's raining. In that case, I'll stay at home.)
20.weg~los
As an adverb, the first word can be an antonym to the adverb
→ Mist, meine Tasche ist weg! (Damn, my bag is lost! / Damn, my bag is gone!)
→ Ich muss leider weg. (Unfortunately, it's time/I have to leave.)
Adverb
→ Ich muss leider los. (Unfortunately, I have to go / have to go.)
21. hin ~ her
Short form of adverb
→ Heute fahren wir hin. (Today we will go there.)
Short form of adverb
→ Morgen kommen sie her. (Tomorrow they will come here.)
22. auf ~ zu ~ an ~ aus
short form
→ Das Fenster ist auf. (The window is open.)
Short form participle
→ Das Fenster ist zu. (The window is closed.)
Short form participle
→ Der Fernseher ist an. (TV is on.)
Short form participle
→ Der Fernseher ist aus. (TV is on.)
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