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Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive ...
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| 82 |
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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„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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| 84 |
Spanish speakers' knowledge of English slang on social media
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| 85 |
Hybrid perceptual training to facilitate the learning of nasal final contrasts by highly proficient Japanese learners of Mandarin
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| 86 |
Wie nehmen SchülerInnen in der Deutschaneignung das Dialekt-Standard-Kontinuum wahr?
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| 88 |
The effectiveness of direct and indirect written corrective feedback in improving the grammatical accuracy of Omani EFL learners
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| 90 |
The use of mobile devices for self-directed learning outside the classroom among EFL university students in Saudi Arabia
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| 91 |
Teacher support for language development and content mastery in English learning Students with Interrupted Formal Education (SIFE)
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| 92 |
Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom
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| 93 |
Building an Effective Learning Environment for Chinese Language Learners
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In: All Graduate Plan B and other Reports (2019)
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| 94 |
The Effects of Second-language Repeated Reading on Reading Comprehension and Incidental Vocabulary Acquisition
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| 95 |
Investigating Test-takers’ Use of Linguistic Tools in Second Language Academic Writing Assessment
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| 96 |
Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework ...
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Masters, Megan. - : Digital Repository at the University of Maryland, 2018
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The Impact of Translation Strategies on Second Language Writing
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1532607114900787 (2018)
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| 99 |
Acquisition of Japanese Null Arguments by Second Language Learners
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1524200688600588 (2018)
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| 100 |
Die Staatliche Europa-Schule Berlin
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In: Europäische Erziehung 48 (2018) 1, S. 12-16 (2018)
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