ACKNOWLEDGEMENTS -- 1. SOME REFLECTIONS ON THE RELATIONSHIP BETWEEN LINGUISTIC THEORIES AND PEDAGOGICAL GRAMMARS -- 1.1 On the concept of 'pedagogical grammar' -- 1.2 Which linguistic theory? -- 1.3 The universality of a pedagogical grammar -- 2. THEORETICAL BACKGROUND -- 2.1 Linguistic valence - a first approximation -- 2.2 Thoughts on the isolation of morpho-syntactic units and their relation to semantic concepts -- morpho-syntactic valence versus logico-semantic valence -- 3. CONTRIBUTIONS TO A PEDAGOGICAL GRAMMAR - THE APPLICATION OF THEORETICAL CONSIDERATIONS -- 3.1 The experimental language test in German as a research tool in the investigation of errors in the realization of logico-semantic valence -- 3.2 Discussion of selected verbs based on presented theoretical considerations - possible application in a pedagogical grammar -- 3.2.1 On the Agent-Object-Experiencer relation -- 3.2.2 On the Benefactive notion -- 3.2.3 Application of logico-semantic valence to locative verb types -- 3.2.4 Observations on reflexivity -- 3.2.5 On reciprocal verbs -- 3.2.6 Verbs implying time relations -- 3.2.7 On predicates of the type 'be hungry', 'get tired of' -- 3.2.8 Some thoughts on verbal prefixes like German be-, er-, ver-, zer-, and the holistic/partitive/resultative distinction -- 3.2.9 A new look at 'function verb constructs' (Funktionsverbgefüge) of the type come to a conclusion - relevance of logico-semantic valence -- 4. OUTLOOK -- 4.1 The psychological validity of the concept of a 'conceptual composition plan' for sentences and discourse -- 4.2 The 'cyclic approach' for the introduction of related verbs (predicates) based on logico-semantic valence -- 5. SUMMARY -- Zusammenfassung -- APPENDIX A: EXPERIMENTAL LANGUAGE TEST IN GERMAN -- APPENDIX B: ALPHABETICAL LIST OF VERBS (PREDICATES) ANALYZED AND DISCUSSED IN CHAPTER 3 -- BIBLIOGRAPHY.

ABBREVIATIONS AND SYMBOLS.