Genus – Kongruenz und Klassifikation

Binanzer, Anja

doi:10.1515/9783110548549

Cited by 9 publications

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“…In terms of the three genders, most studies report earlier uses of feminine articles and late acquisition of neuter (cf. Binanzer, 2017; Eichler et al, 2013; Bittner, 2006; Müller, 2000), but it is unclear whether this is due to the high token frequency and saliency of die or the reliability of feminine gender cues.…”

Section: Introductionmentioning

confidence: 99%

Phonological vs. natural gender cues in the acquisition of German by simultaneous and sequential bilinguals (German–Russian)

2021

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We investigate German–Russian bilingual children's sensitivity to formal and semantic cues when assigning gender to nouns in German. Across languages, young children have been shown to primarily rely on phonological cues, whereas sensitivity to semantic and syntactic cues increases with age. With its semi-transparent gender assignment system, where both formal and semantic cues are psycho linguistically relevant, German has weak phonological cues compared to other languages, and children have been argued to acquire semantic and phonological rules in tandem. German–Russian bilingual children face the challenge of acquiring two different gender assignment systems simultaneously. We tested 45 bilingual children (ages 4–10 years) and monolingual controls. Results show that the children are clearly sensitive to phonological cues, while semantic cues play a minor role. However, monolingual and bilingual children have different defaulting strategies, with monolinguals defaulting to neuter and bilinguals to feminine gender.

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Section: Introductionmentioning

confidence: 99%

Phonological vs. natural gender cues in the acquisition of German by simultaneous and sequential bilinguals (German–Russian)

2021

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Grammatical Gender in the German Multiethnolect

Auer

Siegel

2021

J Ger Ling

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While major restructurings and simplifications have been reported for gender systems of other Germanic languages in multiethnolectal speech, this article demonstrates that the three-way gender distinction of German is relatively stable among young speakers from an immigrant background. We investigate gender in a German multiethnolect based on a corpus of approximately 17 hours of spontaneous speech produced by 28 young speakers in Stuttgart (mainly from Turkish and Balkan background). German is not their second language, but (one of) their first language(s), which they have fully acquired from childhood. We show that the gender system does not show signs of reduction in the direction of a two-gender system, nor of wholesale loss. We also argue that the position of gender in the grammar is weakened by independent innovations, such as the frequent use of bare nouns in grammatical contexts where German requires a determiner. Another phenomenon that weakens the position of gender is the simplification of adjective-noun agreement and the emergence of a generalized gender-neutral suffix for prenominal adjectives (that is, schwa). The disappearance of gender and case marking in the adjective means that the grammatical category of gender is lost in Adj + N phrases (without a determiner).

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Sentence imitations in monolingual and early second language learners and the implications for grammar teaching

Cristante

2020

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In the present article I investigated whether data obtained from 7-year-old German L1 and German-Turkish eL2 children by means of an elicited imitation task including grammatical and ungrammatical sentences mirrored current findings in acquisition research concerning case marking, adjective inflection, V2 position and finiteness. The results show that L1 children have full mastery of all four phenomena, as they revealed a greater tendency to correct ungrammatical sentences than to introduce errors into grammatical sentences. On the other hand, eL2 children differed from L1 children in terms of how they dealt with the noun-related phenomena, as they did not reveal a clear preference for either changing grammatical items or correcting ungrammatical items. In the discussion, I propose how to minimise the likelihood that participants simply repeat ungrammatical items verbatim in further imitation studies and be thus able to collect more reliable data on their grammatical knowledge. The article ends with a proposal for a primary school exercise on case marking that involves correcting errors on case marking. The suggestion is that ungrammatical sentences can be used in grammar teaching to assess pupils’ linguistic knowledge and also to guide their attention to specific regularities of the language, thus stimulating language reflection.

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Genus – Kongruenz und Klassifikation

Cited by 9 publications

References 0 publications

Phonological vs. natural gender cues in the acquisition of German by simultaneous and sequential bilinguals (German–Russian)

Phonological vs. natural gender cues in the acquisition of German by simultaneous and sequential bilinguals (German–Russian)

Grammatical Gender in the German Multiethnolect

Sentence imitations in monolingual and early second language learners and the implications for grammar teaching

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