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"Vraiment c'était un moment très riche": Apprendre à analyser des interactions langagières en contexte de travail et de formation
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In: ISSN: 1010-1705 ; Travaux neuchâtelois de linguistique, No 74 (2021) pp. 15-30 (2021)
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| 82 |
Developing spatial abilities and geometrical knowledge with use of a virtual city
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In: International congress on mathematical education - ICME-14 (2021) (2021)
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| 83 |
Fostering equity in a multicultural and multilingual classroom through cooperative learning
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In: ISSN: 1467-5986 ; Intercultural education, Vol. 32, No 4 (2021) pp. 401-416 (2021)
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| 84 |
A descriptive study on reading instruction provided to students with intellectual disability
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In: ISSN: 1744-6295 ; Journal of intellectual disabilities, Vol. 25 (2021) pp. 1-19 (2021)
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| 85 |
Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language
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| 86 |
Genus und Leseverstehen. Genusnutzung bei der Pronomenauflösung bei Kindern mit Deutsch als Zweit- und Deutsch als Erstsprache
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| 87 |
Alltagsintegrierte Förderung des frühen Schriftspracherwerbs im Kindergarten: eine Studie zur Wirksamkeit von thematisch-fokussierten Rollenspielecken (Literacy-Center)
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| 88 |
Die Berücksichtigung sprachlicher Vielfalt in Schule und Unterricht. Perspektiven für Demokratiebildung im Fach Deutsch als Zweitsprache
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Ohm, Udo. - : Universität Bielefeld, Wissenschaftliche Einrichtung Oberstufen-Kolleg, 2021
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| 89 |
Zur Bedeutung der koordinierten Alphabetisierung von Erst- und Zweitsprachen. Eine qualitative Interviewstudie mit Teilnehmenden am Koala Programm.
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| 90 |
Selbstmitgefühl (Self-Compassion) als Schutzfaktor für emotionale Resilienz - Ein Konzept auch für Lehrkräfte im Förderschwerpunkt Hören?
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| 91 |
Mental State Verb Production as a Measure of Perspective Taking in Narrations of Individuals With Down Syndrome
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| 92 |
Zur Work-Life-Balance von gehörlosen und schwerhörigen Lehrkräften - Ergebnisse einer Fragebogenstudie
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| 93 |
Linking language to sensory experience: Onomatopoeia in early language development
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| 94 |
Validation of the LittlEARS® Questionnaire and the Adaptive Auditory Speech Test (AAST) in normal-hearing Maltese-speaking children
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| 95 |
Italienischunterricht für Französisch- und Spanischstudierende zur Förderung der individuellen Sprachlern- und -lehrkompetenzen
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| 96 |
50 Hefte Forschungsbeiträge Didaktik Deutsch. Versuch einer Vermessung.
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| 98 |
Visualisierungen bei instruktionalen Erklärungen – Eine qualitative Analyse der Bedeutung von Visualisierungen mithilfe von Erklär-Videos am Beispiel des Themas Äquivalenzumformungen
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| 99 |
Acquisition of mathematical and linguistic skills in children with learning difficulties
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| 100 |
The bilingual native speaker competence: evidence from explicit and implicit language knowledge using elicited production, sentence-picture matching, and pupillometry
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Abstract:
The present pilot study investigated potential effects of early and late child bilingualism in highly proficient adult bilinguals. It has been shown that some early second language (eL2) speakers stagnate when it comes to complex linguistic phenomena and that they display subtle difficulties in adulthood. Therefore, we have chosen the complex structure of double object constructions. We investigate the long-term achievement in a combined-method approach using elicited production, explicit comprehension by sentence-picture matching and a measure of implicit linguistic knowledge, namely pupillometry. This eye tracking method is suitable for measuring implicit reactions of the pupils to unexpected or ungrammatical stimuli. For production, ditransitive structures were elicited by means of a game. For comprehension, a sentence-picture matching task was conducted. Two pictures were shown on a monitor that were equal with respect to the involved objects, but the thematic roles of direct and indirect objects were interchanged. Items were controlled for length, gender, animacy, semantic likelihood and word order. Reaction times and accuracy scores were analyzed. To this end, N = 18 bilingual adult speakers of German (+ another language, mean age: 26.5) with different ages of onset participated in this study and were compared to N = 26 monolingual German adult speakers (mean age 23.9). All participants had a proficiency of German above 89% correct in placement and cloze tests. Results show fully comparable productive and comprehensive competencies in monolinguals and bilinguals including the reaction times in the sentence-picture matching task and a word order effect on the reaction times in both groups. In the pupillometry task, we found monolinguals and bilinguals to be sensitive to differing conditions with respect to grammatical and ungrammatical utterances. However, we find between group differences in pupil dilations in that bilinguals react differently to strong grammatical violations than monolinguals. These results are discussed with respect to the term of native speaker competence and the variation within both groups.
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Keyword:
Article omission; ddc:360; ddc:370; Ditransitives; Implicit and explicit knowledge; Language comprehension; Language production; Pupillometry
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URL: http://hdl.handle.net/2003/40512
https://doi.org/10.17877/DE290R-22384
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