Bartelheimer, Lennart ; Hufeisen, Britta ; Janich, Janich (2017)
Do L2 French or L2 English learners write better L3 German texts? The in-fluence of prior foreign language study on L3 German writing skills: the GaE/F Project.
In: Zeitschrift für Interkulturellen Fremdsprachenunterricht : ZIF, 22 (1)
Artikel, Bibliographie
Dies ist die neueste Version dieses Eintrags.
Kurzbeschreibung (Abstract)
Many learners of German as a foreign language (L3) are learning English or French as L2 before commencing their study of German, especially students from countries where English or French is, among other languages, the second official language or a common language in the educational system. For example: Among the approximately 219.000 non-German students who, in 2014, studied at German universities 38.000 were from China or India (L2 English) and 11.000 were from Cameroon or Morocco (L2 French) (DAAD 2015: 14-15). University-level German instructors at the Technische Universität Darmstadt have reported a higher level of competence in producing German texts by students who have learned French as L2 before German than those who have learned English as L2. Multilingualism researchers have investigated the impact of prior foreign language study on the learning of other languages. These influences include the learner’s personal experiences while learning a foreign language, the development of individual learning strategies and the ability to self-motivate. Just as important, however, are the structural and cultural aspects that affect the learning of additional foreign languages, namely the structural differences between the languages to be studied compared to already mastered languages, the teaching and learning culture and, last but not least, the intercultural differences in the norms governing the production of text types (cf. e.g. Herdina & Jessner 2002; Hufeisen 2002, 2010; Jessner 2006; Mißler 2000). On this basis, the project “German as a foreign language after English or French” (GaE/F) [Deutsch als Fremdsprache nach Englisch oder Französisch (DaFnE/F)] was initiated to investigate how the learning of L2 English or L2 French may affect the learning of L3 German, and, in particular, how it influences the production of appropriate German language texts as assessed by native speakers. It will investigate which linguistic features can be found in such written language and how their occurrence can be explained. Finally the aim is to examine the issue whether the prior learning of French or English, respectively, is more useful for developing German writing skills. For several years the Division of Linguistics and Multilingualism at the Technische Universität Darmstadt and preparatory course instructors have been collecting a corpus of authentic university-level written texts that, at present, consists of approximately 160 samples. Because the project is currently at its very beginning, a pilot study has to be carried out to identify possibly significant features for the comparison of written texts (i.e. connectors, parataxis/hypotaxis, word formation, sentence structure etc.) and to develop research tools for future investigations.
| Typ des Eintrags: | Artikel | ||||
|---|---|---|---|---|---|
| Erschienen: | 2017 | ||||
| Autor(en): | Bartelheimer, Lennart ; Hufeisen, Britta ; Janich, Janich | ||||
| Art des Eintrags: | Bibliographie | ||||
| Titel: | Do L2 French or L2 English learners write better L3 German texts? The in-fluence of prior foreign language study on L3 German writing skills: the GaE/F Project | ||||
| Sprache: | Deutsch | ||||
| Publikationsjahr: | 2017 | ||||
| Ort: | Darmstadt | ||||
| Verlag: | Universitäts- und Landesbibliothek Darmstadt | ||||
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | Zeitschrift für Interkulturellen Fremdsprachenunterricht : ZIF | ||||
| Jahrgang/Volume einer Zeitschrift: | 22 | ||||
| (Heft-)Nummer: | 1 | ||||
| Zugehörige Links: | |||||
| Kurzbeschreibung (Abstract): | Many learners of German as a foreign language (L3) are learning English or French as L2 before commencing their study of German, especially students from countries where English or French is, among other languages, the second official language or a common language in the educational system. For example: Among the approximately 219.000 non-German students who, in 2014, studied at German universities 38.000 were from China or India (L2 English) and 11.000 were from Cameroon or Morocco (L2 French) (DAAD 2015: 14-15). University-level German instructors at the Technische Universität Darmstadt have reported a higher level of competence in producing German texts by students who have learned French as L2 before German than those who have learned English as L2. Multilingualism researchers have investigated the impact of prior foreign language study on the learning of other languages. These influences include the learner’s personal experiences while learning a foreign language, the development of individual learning strategies and the ability to self-motivate. Just as important, however, are the structural and cultural aspects that affect the learning of additional foreign languages, namely the structural differences between the languages to be studied compared to already mastered languages, the teaching and learning culture and, last but not least, the intercultural differences in the norms governing the production of text types (cf. e.g. Herdina & Jessner 2002; Hufeisen 2002, 2010; Jessner 2006; Mißler 2000). On this basis, the project “German as a foreign language after English or French” (GaE/F) [Deutsch als Fremdsprache nach Englisch oder Französisch (DaFnE/F)] was initiated to investigate how the learning of L2 English or L2 French may affect the learning of L3 German, and, in particular, how it influences the production of appropriate German language texts as assessed by native speakers. It will investigate which linguistic features can be found in such written language and how their occurrence can be explained. Finally the aim is to examine the issue whether the prior learning of French or English, respectively, is more useful for developing German writing skills. For several years the Division of Linguistics and Multilingualism at the Technische Universität Darmstadt and preparatory course instructors have been collecting a corpus of authentic university-level written texts that, at present, consists of approximately 160 samples. Because the project is currently at its very beginning, a pilot study has to be carried out to identify possibly significant features for the comparison of written texts (i.e. connectors, parataxis/hypotaxis, word formation, sentence structure etc.) and to develop research tools for future investigations. |
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| Alternatives oder übersetztes Abstract: |
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| Freie Schlagworte: | German after English, German after French, text linguistics, contrastive rhetorics; Deutsch nach Englisch, Deutsch nach Französisch, Textlinguistik, Kulturspezifik von Texten | ||||
| Sachgruppe der Dewey Dezimalklassifikatin (DDC): | 400 Sprache > 400 Sprache, Linguistik | ||||
| Fachbereich(e)/-gebiet(e): | 02 Fachbereich Gesellschafts- und Geschichtswissenschaften 02 Fachbereich Gesellschafts- und Geschichtswissenschaften > Institut für Sprach- und Literaturwissenschaft 02 Fachbereich Gesellschafts- und Geschichtswissenschaften > Institut für Sprach- und Literaturwissenschaft > Sprachwissenschaft - Mehrsprachigkeit |
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| Hinterlegungsdatum: | 02 Aug 2024 13:10 | ||||
| Letzte Änderung: | 02 Aug 2024 13:10 | ||||
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Do L2 French or L2 English learners write better L3 German texts? The in-fluence of prior foreign language study on L3 German writing skills: the GaE/F Project. (deposited 28 Sep 2023 11:38)
- Do L2 French or L2 English learners write better L3 German texts? The in-fluence of prior foreign language study on L3 German writing skills: the GaE/F Project. (deposited 02 Aug 2024 13:10) [Gegenwärtig angezeigt]
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