No abstract

Gegenwärtig rückt mit zunehmender Mehrsprachigkeit in Europa und weltweit die sog. Zweitalphabetisierung in den Mittelpunkt der gesellschaftlichen und wissenschaftlichen Debatte. Der vorliegende Beitrag berichtet von einer an der TU Braunschweig veranstalteten GAL Research School, bei der die Multidisziplinarität der Zugänge zur Erforschung von Lese-und Schreibprozessen in mehrsprachigen Kontexten demonstriert wurde. Die Schwerpunkte der vorgestellten theoretischen, empirischen und didaktischen Vorhaben liegen bei Einflussfaktoren, die die Leseleistung und den Schrifterwerb in der L2 bedingen, bei methodisch-didaktischen Überlegungen zur Vermittlung von Lese-und Schreibfähigkeiten und bei der Entwicklung von geeigneten Lehr-/Lernmaterialien und Diagnoseverfahren für die mehrsprachige Alphabetisierung.Currently, with increasing multilingualism in Europe and worldwide, so-called L2 literacy is becoming the focus of social and academic debate. This article reports on a GAL Research School organized at TU Braunschweig, which demonstrated multidisciplinary approaches to researching reading and writing skills in multilingual contexts. Theoretical, empirical and didactic projects were presented that examined factors influencing reading performance and writing acquisition in the L2, pedagogical considerations for teaching reading and writing skills and the development of suitable teaching/learning materials and diagnostic procedures for multilingual literacy.

No abstract

No abstract

We report the results of an eye tracking study investigating German children’s comprehension of subject and object relative clauses with morphologically unambiguous head and embedded NPs. The experimental paradigm was adopted from Adani & Fritzsche (2015). Children’s eye movements were tracked on the visual display while they were listening to a subject or an object relative clause . Subsequently, they had to choose the most appropriate visual character on the screen to go with a particular relative clause type in a character selection paradigm. All the head NP and the embedded NPs were of masculine gender. Thus, the relative clause syntax was disambiguated by the ending on the relative pronoun and, subsequently, on the determiner in the embedded NP. We computed fixation probabilities towards the syntactic competitor and the embedded NP character in addition to the proportions of looks towards the target character on the screen. Thematic reversal error remained the dominant error type on children’s response accuracy data. The subject advantage was also confirmed on the eye tracking data, though it was overridden in the post-relative clause time window. However, there was a significant increase in fixation probabilities towards the embedded NP character in the ORC, but not in the SRC condition. While children were less efficient to use the morphological information on the relative pronoun to generate an expectation of a non-canonical ORC structure, they obviously used embedded NP morphology later in the sentence to update their ongoing structural analysis.