This article deals with the acquisition of the German plural system. It raises the question how morphologically complex words are represented in the mental grammar and in the lexicon of children and how this representation emerges.There are several theoretical accounts dealing with this question. These accounts are basically of two kinds. One approach models the German number system as rulebased; i.e. source-oriented rules are postulated that operate on the singular form of the noun. The second approach is schema-based. Essential to this approach is the idea that speakers form the plural of a given noun according to prototypical plural shapes. Empirical evidence can be found for both approaches, but neither of them seems to be able to fully explain acquisitional paths on its own.On the basis of the analysis of acquisitional data, this article argues for an expanded schema account that embraces both source-and product-oriented mechanisms. We propose an acquisition model according to which learners start out with storing plural forms holistically in an associative network; then they abstract productoriented schemas from these stored forms that focus on the typical gestalts of German plural forms. In a last step, they establish source-oriented schemas that relate singular schemas with plural schemas.The data for this study were gathered in a nonce word elicitation experiment from children aged 6 to 10 learning German either as their native or second language. In the latter case, the children's L1 was either Russian or Turkish.

Sprachliche Bildung zählt! Dieses Buch sensibilisiert für die Relevanz von Sprache in den naturwissenschaftlichen Unterrichtsfächern. Es zeigt Verfahren der Unterrichtsgestaltung auf, die helfen, sprachliche Probleme bei der Aneignung von Fachinhalten zu meistern. Studierende sollen dabei in die Lage versetzt werden, den Schwierigkeitsgrad z.B. von Lehrbuchtexten einzuschätzen sowie die sprachlichen Anforderungen von fachlichen Lernzielen und Unterrichtsverfahren zu benennen. Die Einführung wendet sich an Lehrende und Studierende der naturwissenschaftlichen Fächer und soll in Seminaren der Fachdidaktiken sowie im Modul Deutsch als Zweitsprache eingesetzt werden. Durch authentische Beispiele werden die Inhalte des Handbuchs illustriert.

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