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Structuring Peer Review Activities for Beginning Learners of German as a Second or Foreign Language
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In: German Journal Sprache Literatur Kultur (2019)
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Challenges of Employing VoiceThread to Enhance U.S. Collegiate Chinese Language Learners’ Oral Proficiency
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In: Chinese Language Teaching Methodology and Technology (2019)
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Strategies ESL Saudi Arabian Graduate Students Use to Learn New Academic Vocabulary Across Domains
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1554976746592993 (2019)
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Engaging in a Rural Deaf Community of Practice
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In: Dissertations and Theses (2019)
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BUILDING THE NEST: HOW NATIVE ENGLISH SPEAKING TEACHERS (NESTs) IN THE TEFL FIELD DEVELOP INTERCULTURAL COMPETENCE
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In: College of Education Theses and Dissertations (2019)
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College-level Mandarin Chinese Study Abroad Pedagogy from an Ecological and Sociocultural Perspective (Peer-Reviewed)
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In: Li Jin (2019)
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| 11 |
Longitudinal benefits of pre-departure pragmatics instruction for study abroad: Chinese as a second/foreign language
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| 12 |
Reflection on and for Actions: Probing Into English Language Art Teachers’ Personal and Professional Experiences With English Language Learners
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In: ETSU Faculty Works (2019)
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| 13 |
„Am Donnerstag ich habe Sprechekurs.“
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Abstract:
Diese Bachelorarbeit beschäftigt sich mit dem Erwerb der deutschen Verbstellung durch Lernende mit Erstsprache Japanisch. Es werden mündliche Daten von 24 Lernenden untersucht, die an der Humboldt-Universität zu Berlin vierwöchige DaF-Intensivkurse auf Niveau A1 des GER belegten. Einem Teil der Lernenden wurde im Rahmen einer Concept-Based Instruction (CBI) der Zusammenhang zwischen Form und Funktion des Vorfelds explizit vermittelt, während die anderen Lernenden zwar explizite Instruktionen zur Verbzweiteigenschaft des Deutschen, jedoch nicht zur Funktion des Vorfelds erhielten. Die Analyse der Lernerdaten in Hinblick auf den Erwerb der Strukturen SVX, Satzklammer und XVS ergibt zum einen für alle Lernenden eine bereits sehr hohe Korrektheitsrate für die Satzklammer. Zum anderen fällt auf, dass die CBI-Gruppe das Vorfeld häufiger durch Nicht-Subjekte besetzt und in entsprechenden Äußerungen das Verb häufiger zielsprachlich in Zweitposition realisiert als die Kontrollgruppe. Es liegen allerdings Hinweise darauf vor, dass die XVS-Strukturen noch einen chunkartigen Charakter aufweisen bzw. zumindest noch unter einem starken Einsatz des expliziten Wissens produziert wurden. ; This Bachelor’s thesis discusses the acquisition of German verb placement by learners with L1 Japanese. This paper aims to investigate oral production data from 24 students. Data was gathered from students who participated in a four week intensive elementary German as foreign language course at Humboldt University in Berlin. In one learner group, the form-function mapping of German prefield was explicitly taught using an approach called Concept-Based Instruction (CBI). Other students received some explicit instruction on German V2 feature but did not receive instruction on the function of German prefield. Firstly, data analysis in regard to the acquisition of SVX, verb bracket and XVS identified a high rate of accuracy on the German verb bracket for all learners. In addition, results identified that the CBI group more frequently placed non-subjects in the prefield position and that the CBI group more frequently placed the verb in correct V2 position in non-subject initial utterances than the comparison group. There was, however, evidence that the XVS structures are still produced as chunks or at least with an extensive use of explicit knowledge.
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Keyword:
410 Linguistik; Chunks; Concept-Based Instruction; DaF; ddc:410; Deutsch als Fremdsprache; Fremdspracherwerb; German as a foreign language; GFL; prefield; Processability Theory; Satzklammer; Second Language Acquisition; V2; verb bracket; verb placement; verb second; Verbstellung; Verbzweitstellung; Vorfeld
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URN:
urn:nbn:de:kobv:11-110-18452/20839-7
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URL: http://edoc.hu-berlin.de/18452/20839
https://doi.org/10.18452/20001
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| 14 |
The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners
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In: Masters Theses (2019)
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The Effects of Form Focused Instruction and Captioning on Second Language Development
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Desafío en la enseñanza de español/L2 en comunidades quechua
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Aprendizaje por estaciones en clases de ELE en línea a adultos. Propuestas didácticas, análisis de las percepciones de los participantes y recomendaciones prácticas
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| 19 |
O ensino de inglês na cibercultura: a inclusão a partir de práticas multiletradas ; The teaching of english in cyberculture: inclusion by means of multiliteracies
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Oliveira, Larissa Xavier de. - : Universidade Tecnológica Federal do Paraná, 2019. : Curitiba, 2019. : Brasil, 2019. : Programa de Pós-Graduação em Estudos de Linguagens, 2019. : UTFPR, 2019
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| 20 |
The Rationale for A Proposal for English Language Education: The Experience of Developing A Curriculum to Teach English for Young Learners ; Proceedings of the 1st Aceh Global Conference (AGC 2018)
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