Dinamika mechanizma vosprijatija slova pri različnych uslovijach ovladenija inostrannym jazykom

Krause, Marion

doi:10.3726/b12291

Cited by 3 publications

(3 citation statements)

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“…die typologische bzw. psychotypologische Nähe der beteiligten Sprachen (Llama et al, 2010), Frequenzeffekte (Krause, 2002), kognitive Fähigkeiten der Probanden (Jusczyk, 1997;Peal und Lambert, 1962) und das soziale Umfeld der Lerner(innen) an (De Leeuw et al, 2010;Snow, 1999). Die Interaktion dieser Bedingungen wurde bislang nicht in Betracht gezogen, ist aber durch die koordinierte sprach-und bildungswissenschaftliche Anlage unseres Vorhabens möglich (Teilstudie in der Verantwortung von Peter Siemund, Anglistik und Amerikanistik, Universität Hamburg).…”

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Crossing the bridge to literacy in foreign languages: C-test as a measure of language development

2021

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Throughout an educational career, literacy skills become more elaborated. However, little is known about the development of reading and writing skills in foreign languages in adolescents. In this contribution, we focused on the development of language skills in the foreign languages English and French in Germany as measured by a C-Test. Hereby, we aimed to explore the potential of C-tests to provide a differentiated approach to the assessment of foreign language development in secondary school students. We draw on the data from the German panel study “Multilingual Development: a Longitudinal Perspective” (MEZ) on students’ language skills in the foreign languages English (n = 1987) and French (n = 662). We investigated the differences in the means of “classical” and “word recognition” scores in English and French C-tests and the development of these differences. The application of both scores in our study provided differentiated information on students’ receptive and productive aspects of literacy in adolescents and showed that students in secondary school are still on their way of developing spelling skills in both foreign languages. Furthermore, our results reveal that the receptive and productive components of language proficiency show different developmental patterns at various stages of foreign language learning.

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Crossing the bridge to literacy in foreign languages: C-test as a measure of language development

2021

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Foreign language learning in multilingual Germany

et al. 2021

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Germany faces continuous in-migration since World War II. Nevertheless, young migrants still do not have equal chances of participation, especially if they live in urban areas. International large scale assessment studies still show significant differences between educational attainment of migrant and autochthonous students. Migration is not the only factor that triggers educational disadvantage. Indeed, a variety of factors deriving from migration are usually confounded with other factors, namely the socio-economic background of families and their cultural capital. With respect to access to vocational education or to work, mechanisms of active discrimination of migrants were identified in respective studies.The research project "Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)" (Multilingual Development -a Longitudinal Perspective) takes these observations as its starting point. By answers to its research questions it will not only contribute to the advancement of scientific knowledge, but also uncover basic information for the development of alternative educational practices which can contribute to the mitigation of educational disadvantages of young migrants. We assume that strengthening their learning potential and resources can add to this aim. And we consider that their language competences, namely the bi-or multilingual competences deriving from the heritage languages they use (not only) in their families, are a relevant part of their potential and resources. In German we use the term "lebensweltliche Mehrsprachigkeit/ multilingualism" in order to call attention to the specific linguistic constellation which the young migrants experience: they acquire and make use of more than one language in their everyday life.In the MEZ project we ask how language competences develop over secondary schooling. We apply a two-cohort sequential design. Data collection started in January 2016 with two parallel cohorts (grade 7 and grade 9) and will be carried out in four waves over three years (until grade 9 and 11, respectively). The sample is composed of autochthonous students who grow up and live in German only on the one hand, and students with a "lebensweltlich multilingual" background on the other. The latter speak German-Turkish or German-Russian at home. We test language proficiency in German (all participants), English (1 st foreign language; all participants), Turkish and Russian as heritage languages and French or Russian as 2 nd foreign languages taught in German schools. The tests measure different dimensions of proficiency: global language competencies in the foreign languages English, French and Russian; receptive language skills in the heritage languages German, Russian and Turkish by means of a standardized reading test; productive writing skills in the foreign languages English, French, and Russian as well as in the heritage languages German, Turkish and Russian. Furthermore, we collect data on individual (e.g. motivation, cognitive competence), contextual (e.g. SES, cultural capital, educational biograph...

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VOT production, writing skills, and general proficiency in multilingual learners of French: approaching the intertwinement of different linguistic levels

2021

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We investigate the interrelations between pronunciation and writing skills in French as a foreign language produced by two groups of bilingual learners (German-Russian; German-Turkish) and a monolingually raised German control group (each n = 10). As an indicator of the learners’ pronunciation skills, we refer to a perceptually relevant acoustic feature of stop production, “Voice Onset Time” (VOT). Our aim is to explore whether the learners’ proficiency at the level of pronunciation is mirrored in (1) their global language competencies and (2) their writing skills. We applied an extreme-cases approach based on the learners’ VOT productions in L3 French. Both positive and negative deviations from the French target pronunciation were found in all groups. In orthography, bilinguals showed lower correctness scores as compared to monolinguals. The VOT measurements yielded more target-like results for the bilinguals. For the monolinguals, the results reveal no correlation between pronunciation and general language proficiency as well as writing skills. In the bilinguals the investigated phenomena were more interrelated. Our analysis of semi-focused interviews conducted with all participants revealed that more target-like VOT productions correlate with a greater degree of phonological and multilingual awareness. This suggests that phonological and cross-linguistic awareness should be fostered in today’s multilingual classrooms.

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Dinamika mechanizma vosprijatija slova pri različnych uslovijach ovladenija inostrannym jazykom

Cited by 3 publications

References 4 publications

Crossing the bridge to literacy in foreign languages: C-test as a measure of language development

Crossing the bridge to literacy in foreign languages: C-test as a measure of language development

Foreign language learning in multilingual Germany

VOT production, writing skills, and general proficiency in multilingual learners of French: approaching the intertwinement of different linguistic levels

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