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Journal articles on the topic 'German language acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Huffines, Marion Lois. "Acquisition Strategies in Language Death." Studies in Second Language Acquisition 13, no. 1 (March 1991): 43–55. http://dx.doi.org/10.1017/s0272263100009712.

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Nonsectarian Pennsylvania Germans who are the first generation in their families to learn English natively, often attempt to learn the Pennsylvania German that their families no longer regularly use. This study assesses the process of acquiring a dying language by investigating learners' use of the Pennsylvania German dative case. Learning strategies are remarkably free of reliance on English rules. Evidence indicates that speakers rely on what they have learned and seek analogies within Pennsylvania German, resorting to English only when other strategies fail. The search for near-congruity id

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Grümpel, Claudia, Pamela Stoll, and José Luis Cifuentes Honrubia. "L3-Task: Language acquisition in a multilingual context." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27, no. 2 (December 8, 2014): 382–404. http://dx.doi.org/10.1075/resla.27.2.07gru.

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L3-Task is a pilot project based on a European project proposal by the University of Vienna (Austria), the University of Alicante (Spain), the University of Barcelona (Spain), the UNED of Madrid (Spain), and the University of Jena (Germany). The pilot project aimed at implementing and investigating peer-to-peer interaction between students of a third language (L3) through blended online tandems organized by the universities involved in the project, all of which offer formal courses of third languages. The present paper focusses on the participation in oral peer-to-peer interaction in German by

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BIANCHI, GIULIA. "Gender in Italian–German bilinguals: A comparison with German L2 learners of Italian." Bilingualism: Language and Cognition 16, no. 3 (February 10, 2012): 538–57. http://dx.doi.org/10.1017/s1366728911000745.

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This study compares mastery of gender assignment and agreement in Italian by adult Italian–German bilinguals who have acquired two languages simultaneously (2L1), and by adult German highly proficient second language learners (L2ers) of Italian. Our data show that incompleteness in bilingual acquisition and in second language (L2) acquisition primarily affects gender assignment: the categorization of nouns and the interpretable gender feature are subject to vulnerability in the two modalities of acquisition. Overall, mastery of morpho-syntax (i.e., gender agreement) was nearly native-like for

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Döpke, Susanne. "Approaches to first language acquisition." Australian Review of Applied Linguistics 15, no. 2 (January 1, 1992): 137–50. http://dx.doi.org/10.1075/aral.15.2.08dop.

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A bilingual child’s development of word order in German and English subordinate clauses was followed between three and five years of age, and a number of diversions from the development of word order in such clauses by monolingual children was noted. Of particular interest is the fact that incorrect dependent clause structures in German were more likely to be due to intra-language influences from German main clause structures than from English. The findings are discussed in the light UG claims made by Clahsen (1988) concerning the word order development in monolingual children.

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Opitz, Conny. "L1 attrition and L2 acquisition." EUROSLA Yearbook 10 (August 4, 2010): 248–81. http://dx.doi.org/10.1075/eurosla.10.13opi.

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L1 attrition is increasingly being studied as a feature of bilingualism, taking into account the parallel process of L2 language acquisition in a migrant situation. Such situations may foster L1 attrition as a result of insufficient L1 input and competition or interaction with the language of the host community. In a study of 27 German late bilinguals resident in Ireland, the question of a possible interaction between the two language systems (German and English) is addressed. This paper reports on the results of two of the elicitation instruments used – a C-test as a measure of global languag

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Harroff, Stephen. "A MICROWORLD FOR SECOND-LANGUAGE ACQUISITION." CALICO Journal 3, no. 3 (January 14, 2013): 31–33. http://dx.doi.org/10.1558/cj.v3i3.31-33.

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The integration of computers into our language laboratories must involve rethinking the concept of the laboratory as a setting for experimentation to include the fields of experimentation with linguistic concepts, with culture, and with language acquisition.This article describes a German-language microworld for fostering language acquisition—for learning a computer language through a natural language. "INFORMATIK I" is a course on the nature of language, on CAI, and on the programming language, SuperPILOT, a course in which German is the medium for communicating and learning. Following the co

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Kupisch, Tanja, Deniz Akpinar, and Antje Stöhr. "Gender assignment and gender agreement in adult bilinguals and second language learners of French." Linguistic Approaches to Bilingualism 3, no. 2 (May 17, 2013): 150–79. http://dx.doi.org/10.1075/lab.3.2.02kup.

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This paper is concerned with gender marking in adult French. Four groups of subjects are compared: German-French simultaneous bilinguals (2L1ers) who grew up in France, German-French 2L1ers who grew up in Germany, advanced second language learners (L2ers) who are resident either in France or in Germany at the time of testing. The major goal of the study is to investigate whether differences in input conditions (acquisition in a minority vs. a majority language context) and differences in age of onset affect gender assignment and gender agreement in the same way or differently. Furthermore, we

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Nekvapil, Jiří. "From the biographical narratives of Czech Germans." Journal of Asian Pacific Communication 11, no. 1 (May 8, 2001): 77–99. http://dx.doi.org/10.1075/japc.11.1.08nek.

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The article proceeds from the linguistic, social and political situation that has developed on the territory of the Czech Republic over the course of the 20th century. The biographical accounts given by people of German extraction who live in the Czech Republic form the empirical starting point. The article focuses on how they construct their language biographies. Of particular interest is how they acquired the Czech language (especially after 1945) — namely which factors in the acquisition of Czech they view as important and what their reported acquisition strategies are like. Similarly, the

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Dittmar, Norbert. "Grammaticalization in Second Language Acquisition." Studies in Second Language Acquisition 14, no. 3 (September 1992): 249–57. http://dx.doi.org/10.1017/s0272263100011104.

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SingularNominative—Mein guter Freund, my good friend. Genitive—Meines guten Freundes, of my good friend. Dative—Meinem guten Freund, to my good friend. Accusative—Meinen guten Freund, my good friend.PluralNominative—Meine guten Freunde, my good friends. Genitive—Meiner guten Freunde, of my good friends. Dative—Meinen guten Freunden, to my good friends. Accusative—Meine guten Freunde, my good friends.Now let the candidate for the asylum try to memorize those variations, and see how soon he will be elected. One might better go without friends in Germany than to take all this trouble about them.

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Lorenz, Eliane, Tugba Elif Toprak, and Peter Siemund. "English L3 acquisition in heritage contexts: Modelling a path through the bilingualism controversy." Poznan Studies in Contemporary Linguistics 57, no. 2 (June 1, 2021): 273–98. http://dx.doi.org/10.1515/psicl-2021-0012.

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Abstract The current study adds to research investigating the influence of bilingualism on third language (L3) acquisition, more specifically the assumption that the two previously acquired languages enhance the acquisition of an additional language. We here rely on data from 1,409 bilingual (Russian-/Turkish-German) and monolingual (German) students of grades seven and nine, sampled in schools across Germany. The relevant literature yields mixed and controversial results regarding bilingual advantages, yet it also suggests that L3 acquisition is a multidimensional process potentially affected

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LLEÓ, CONXITA. "Aspects of the Phonology of Spanish as a Heritage Language: from Incomplete Acquisition to Transfer." Bilingualism: Language and Cognition 21, no. 4 (August 7, 2017): 732–47. http://dx.doi.org/10.1017/s1366728917000165.

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The present study analyzes percentages of target-like production of Spanish spirantization and assimilation of coda nasals place of articulation, in three groups of bilingual children simultaneously acquiring German and Spanish: two very young groups, one living in Germany and another one in Spain, and a group of 7-year-old bilinguals from Germany. There were monolingual Spanish and monolingual German control groups. The comparison between groups shows that the Spanish of bilinguals is different from that of monolinguals; and the Spanish of bilinguals in Germany is different from that of bilin

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Rodyaeva, S. N., and Y. I. Kozlovskaya. "Economic vocabulary of contemporary German." Izvestiya MGTU MAMI 1, no. 2 (January 20, 2007): 280–89. http://dx.doi.org/10.17816/2074-0530-69801.

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The paper reveals the need for a deeper understanding of contemporary economic German vocabulary. This requirement is caused by the need of Russian specialists in the German language acquisition in a special field of communication in conditions of social market economy of modern Germany.

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TREFFERS-DALLER, JEANINE. "Ambiguity and transfer in bilingual first language acquisition?" Bilingualism: Language and Cognition 1, no. 3 (December 1998): 187–88. http://dx.doi.org/10.1017/s1366728998000339.

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Natascha Müller presents a very interesting analysis of the structure of the German subordinate clause in bilingual first language acquisition. The main issue in this paper is to explain the fact that some bilingual children – but not all of them – display non-target language structures in German subordinate clauses. That is, the finite verb does not appear in the final position of the subordinate clause. These non-target structures can in part be explained by transfer, but this cannot be the whole story, because some monolingual children produce these structures as well. Bilingual children, t

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Möhring, Anja. "The acquisition of French by German pre-school children." EUROSLA Yearbook 1 (January 1, 2001): 171–93. http://dx.doi.org/10.1075/eurosla.1.14moh.

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The present study is an analysis of the acquisition of French by German children who were exposed to the language for the first time at the age of approximately three years. I investigated the usage of the French gender system, namely gender attribution and gender agreement, in order to determine whether these children were acquiring French as a ‘second’ first language, as bilinguals do with simultaneous input of two languages from birth onwards, or whether they were acquiring it as a ‘first’ second language. The analysis of several measures demonstrated that the usage of gender-marking elemen

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Lorenz, Eliane, Richard J. Bonnie, Kathrin Feindt, Sharareh Rahbari, and Peter Siemund. "Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: Evidence from pronominal object placement in ditransitive clauses." International Journal of Bilingualism 23, no. 6 (August 13, 2018): 1410–30. http://dx.doi.org/10.1177/1367006918791296.

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Aims and objectives: The main objective of this study is to find evidence for the Linguistic Proximity Model, which allows for facilitative and non-facilitative cross-linguistic influence (CLI) from all previously known languages in third language (L3) acquisition. We target CLI in L3 English based on bilingual heritage speakers (Russian-German and Turkish-German) in comparison with second language acquisition of monolingual German speakers. Methodology: We examine the outcome of an English word order test. The participants produced sentences based on randomly ordered words. The focus of this

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Keel, William D., and Jurgen M. Meisel. "Bilingual First Language Acquisition: French and German Grammatical Development. (Language Acquisition and Language Disorders, Vol. 7)." Modern Language Journal 81, no. 4 (1997): 565. http://dx.doi.org/10.2307/328906.

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Sopata, Aldona, Kamil Długosz, Bernhard Brehmer, and Raina Gielge. "Cross-linguistic influence in simultaneous and early sequential acquisition: Null subjects and null objects in Polish-German bilingualism." International Journal of Bilingualism 25, no. 3 (March 2, 2021): 687–707. http://dx.doi.org/10.1177/1367006920988911.

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Aims and objectives/purpose/research questions: The topic of cross-linguistic influence regarding the overt or null expression of arguments has been frequently considered regarding bilinguals acquiring language pairs in which the null option is licensed by one and not both of the two languages. The goal of this study is to investigate whether simultaneous and sequential bilinguals differ from monolinguals in the case of the acquisition of Polish and German; that is, languages which both license null subjects and null objects, but in which the nature of the null arguments clearly differs. We fo

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Lauer, Mark. "The Performing Arts in Second Language Acquisition." Scenario: A Journal of Performative Teaching, Learning, Research II, no. 1 (January 1, 2008): 17–39. http://dx.doi.org/10.33178/scenario.2.1.3.

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This paper is a report on the experience of dramatizing Hans Peter Richter’s novel Damals war es Friedrich (1961). Subsequent to the discussion of the novel in an upper division German class, students and I worked on a dramatized version of the text. The play was performed in the Black Box Theater at Georgetown University, Washington D.C., on April 11, 2006. The first part of the report will illustrate how the work on the play was embedded within the context of a literacy approach towards teaching German as a foreign language. In addition to outlining the benefits of including a theater perfor

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Merlan, Aurelia. "Rumänisch im deutschen Migrationskontext." Romanistisches Jahrbuch 72, no. 1 (November 17, 2021): 63–117. http://dx.doi.org/10.1515/roja-2021-0003.

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Abstract The migration of Romanian nationals to Germany has a rather long history, but it has gained intensity in the last fifty years. There are almost 780.000 Romanians now living in Germany making them the second-largest group of foreign EU citizens residing in this country. If we also include naturalised citizens as well as the “old” and “new” ethnic German immigrants (the German Romanians), the total number of immigrants originating from Romania exceeds one million individuals. Despite this, migratory linguistic studies are almost non-existent. This article examines the sociolinguistic si

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Jajić Novogradec, Marina. "Positive and Negative Lexical Transfer in English Vocabulary Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (December 29, 2021): 139–65. http://dx.doi.org/10.4312/elope.18.2.139-165.

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The aim of the paper is to explore the appearance of positive and negative lexical transfer of plurilingual learners in English vocabulary acquisition. Cross-linguistic influences in the study are examined by word translation tasks from Croatian into English, including true, partial, and deceptive cognates or false friends in English, German, and Italian. The results have revealed different language dominances and positive or negative transfer manifestation. Lexical transfer from L4 German is manifested positively, but the Italian language seems to play a dominant role in the acquisition of En

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Bardovi-Harlig, Kathleen. "THE ACQUISITION OF TEMPORALITY IN A SECOND LANGUAGE.Rainer Dietrich, Wolfgang Klein, & Colette Noyau (Eds.). Amsterdam: Benjamins, 1995. Pp. xii + 288. $59.00 cloth." Studies in Second Language Acquisition 20, no. 3 (September 1998): 423–24. http://dx.doi.org/10.1017/s0272263198213064.

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Imagine a three-year longitudinal study of the acquisition of multiple target languages by learners of different language backgrounds. It may sound like an idealized example from a research-methods lecture, but it is the actual design of the European Science Foundation inquiry into adult second language acquisition and the latest report released by Benjamins, a substantial revision of Volume 5 of the final report on temporality (Bhardwaj, Dietrich, & Noyau, 1988). This volume reports on the acquisition of temporality in five target languages (English, German, Dutch, French, and Swedish) by

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MEISEL, JÜRGEN M. "The weaker language in early child bilingualism: Acquiring a first language as a second language?" Applied Psycholinguistics 28, no. 3 (June 11, 2007): 495–514. http://dx.doi.org/10.1017/s0142716407070270.

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Past research demonstrates that first language (L1)-like competence in each language can be attained in simultaneous acquisition of bilingualism by mere exposure to the target languages. The question is whether this is also true for the “weaker” language (WL). The WL hypothesis claims that the WL differs fundamentally from monolingual L1 and balanced bilingual L1 and resembles second language (L2) acquisition. In this article, these claims are put to a test by analyzing “unusual” constructions in WLs, possibly indicating acquisition failure, and by reporting on analyses of the use of French by

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Djité, Paulin G., and Belinda A. Munro. "Language profiles, language attitudes and acquisition planning." Language Planning and Language Policy in Australia 8 (January 1, 1991): 77–88. http://dx.doi.org/10.1075/aralss.8.05dji.

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How can the social and psychological contexts of a language affect the policy to increase the number of people who speak it? It is crucial to investigate this question at a time when Australia’s ability to compete in a changing world has brought the study of LOTE to the forefront. As the implementation of the National Policy on Languages proceeds, it becomes increasingly evident that a deeper understanding of the nine or ten key languages, namely Mandarin Chinese, Indonesian/Malay, Japanese, French, German, Italian, Modern Greek, Arabic, Spanish and Russian (cf. Lo Bianco 1987 and Leal 1991:16

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Božinović, Nikolina, and Barbara Perić. "The role of typology and formal similarity in third language acquisition (German and Spanish)." Strani jezici 50, no. 1 (2021): 9–30. http://dx.doi.org/10.22210/strjez/50-1/1.

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The focus of this study is the role of previously acquired languages in the acquisition of a third language (L3). It is focused on cross-linguistic influences (CLI) in German/Spanish third lan- guage acquisition (TLA) by learners with Croatian first language (L1) and English second language (L2). Participants in this study were third-year undergraduate students at Roch- ester Institute of Technology’s subsidiary in Croatia (RIT Croatia). All the participants had exclusively Croatian as L1, English as L2, and were learning German and Spanish as L3 at the time of the study. The present study inv

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Hopp, Holger. "Cross-linguistic influence in the child third language acquisition of grammar: Sentence comprehension and production among Turkish-German and German learners of English." International Journal of Bilingualism 23, no. 2 (January 24, 2018): 567–83. http://dx.doi.org/10.1177/1367006917752523.

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Aims and Objectives/Purpose/Research Questions: This paper investigates the extent to which current formal models of third language (L3) grammatical acquisition extend to sequential child L3 acquisition. We examine whether heritage speakers learning a foreign language as an early L3 transfer grammatical properties from the heritage language or the dominant second language (L2). Design/Methodology/Approach: We used a sentence repetition task and a picture story retelling task. The tasks focussed on grammatical phenomena that were either different between English and German, that is, verb-second

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Sokolova, M., and E. Plisov. "CROSS-LINGUISTIC TRANSFER CLASSROOM L3 ACQUISITION IN UNIVERSITY SETTING." Vestnik of Minin University 7, no. 1 (March 17, 2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-1-6.

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Introduction: the paper investigates cross-linguistic influences between the two previously learnt languages and their effects on classroom L3 acquisition. The study checks the predictions of the existing theories of mechanisms of transfer into the L3 attested for naturalistic learners. The main predictions get confirmed with the population of classroom learners of English as the L3. All the participants are native speakers of Russian. They all learnt their dominant foreign language, either French or German, in the classroom. The results suggest a governing role of the Universal Grammar in cla

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Carroll, Mary, Jorge Murcia-Serra, Marzena Watorek, and Alessandra Bendiscioli. "THE RELEVANCE OF INFORMATION ORGANIZATION TO SECOND LANGUAGE ACQUISITION STUDIES." Studies in Second Language Acquisition 22, no. 3 (September 2000): 441–66. http://dx.doi.org/10.1017/s0272263100003065.

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The present cross-linguistic study deals with the relevance of principles of information organization in adult second language acquisition. It looks at typological features of information structure that allow speakers to organize and shape the flow of information when carrying out complex tasks, such as giving a description, and pinpoints factors that lead to the selection of linguistic form. At the focus of our attention are means used in reference introduction, such as existential and locational constructions, the morphosyntactic forms of expressions applied in reference maintenance, and wor

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TANNER, DARREN, JUDITH MCLAUGHLIN, JULIA HERSCHENSOHN, and LEE OSTERHOUT. "Individual differences reveal stages of L2 grammatical acquisition: ERP evidence." Bilingualism: Language and Cognition 16, no. 2 (August 16, 2012): 367–82. http://dx.doi.org/10.1017/s1366728912000302.

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Here we report findings from a cross-sectional study of morphosyntactic processing in native German speakers and native English speakers enrolled in college-level German courses. Event-related brain potentials were recorded while participants read sentences that were either well-formed or violated German subject–verb agreement. Results showed that grammatical violations elicited large P600 effects in the native Germans and learners enrolled in third-year courses. Grand mean waveforms for learners enrolled in first-year courses showed a biphasic N400–P600 response. However, subsequent correlati

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Kupisch, Tanja, Alyona Belikova, Öner Özçelik, Ilse Stangen, and Lydia White. "Restrictions on definiteness in the grammars of German-Turkish heritage speakers." Linguistic Approaches to Bilingualism 7, no. 1 (March 1, 2016): 1–32. http://dx.doi.org/10.1075/lab.13031.kup.

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Abstract This paper reports on a study investigating restrictions on definiteness (the Definiteness Effect) in existential constructions in the two languages of Turkish heritage speakers in Germany. Turkish and German differ in how the Definiteness Effect plays out. Definite expressions in German may not occur in affirmative or negative existentials, whereas in Turkish the restriction applies only to affirmative existentials. Participants were adults and fell into two groups: simultaneous bilinguals (2L1) who acquired German before age 3 and early sequential bilinguals (2L1) who acquired Germa

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ZARETSKY, EUGEN, BENJAMIN P. LANGE, HARALD A. EULER, and KATRIN NEUMANN. "Factors considered and ignored in plural acquisition: Frequency rules?" Language and Cognition 8, no. 2 (February 11, 2015): 283–313. http://dx.doi.org/10.1017/langcog.2014.51.

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abstractSeveral models of regularities behind plural overgeneralization patterns of four-year-old monolingual Germans and bi-/multilingual children acquiring German were empirically examined within the framework of single- and dual-route models. The factors taken into account were frequency, cue validity, productivity, and iconicity of plural allomorphs. In this large-scale cross-sectional study, the results of 893 children tested with a modified, validated version of the speech and language screeningMSSand of 476 children tested with a validated language testSETK 3-5were analyzed. For all ove

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Jaensch, Carol. "L3 acquisition of German adjectival inflection: A generative account." Second Language Research 27, no. 1 (December 22, 2010): 83–105. http://dx.doi.org/10.1177/0267658310386646.

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Studies testing the knowledge of syntactic properties have resulted in two potentially contrasting proposals in relation to third language acquisition (TLA); the Cumulative Enhancement Model (Flynn et al., 2004), which proposes that previously learned languages will positively affect the acquisition of a third language (L3); and the ‘second language (L2) status factor’ hypothesis (Bardel and Falk, 2007), which proposes that the primacy of the L2 can block the potential positive effects that may be transferable from the first language (L1). This article attempts to extend these hypotheses to th

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MÜLLER, NATASCHA. "Transfer in bilingual first language acquisition." Bilingualism: Language and Cognition 1, no. 3 (December 1998): 151–71. http://dx.doi.org/10.1017/s1366728998000261.

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Much research on bilingual first language acquisition has stressed the role of the dominant or preferred language when the two languages have some influence on one another. The present paper tries to look at transfer or interference from the perspective of the input the child is exposed to. Transfer will be argued to occur in those domains of the grammar where the language learner is confronted with ambiguous input. The bilingual child may, as a relief strategy, use parts of the analysis of one language in order to cope with ambiguous properties of the other. Ambiguity of input is crucial and

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KUPISCH, TANJA, TATJANA LEIN, DAGMAR BARTON, DAWN JUDITH SCHRÖDER, ILSE STANGEN, and ANTJE STOEHR. "Acquisition outcomes across domains in adult simultaneous bilinguals with French as weaker and stronger language." Journal of French Language Studies 24, no. 3 (August 2, 2013): 347–76. http://dx.doi.org/10.1017/s0959269513000197.

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ABSTRACTThis study investigates the adult grammars of French simultaneous bilingual speakers (2L1s) whose other language is German. Apart from providing an example of French as heritage language in Europe, the goals of this paper are (i) to compare the acquisition of French in a minority and majority language context, (ii) to identify the relative vulnerability of individual domains, and (iii) to investigate whether 2L1s are vulnerable to language attrition when moving to their heritage country during adulthood. We include two groups of German-French 2L1s: One group grew up predominantly in Fr

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DÖPKE, SUSANNE. "Competing language structures: the acquisition of verb placement by bilingual German-English children." Journal of Child Language 25, no. 3 (October 1998): 555–84. http://dx.doi.org/10.1017/s0305000998003584.

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The simultaneous acquisition of two languages in early childhood presents an interesting test case for language acquisition theories. Children in bilingual environments receive input which could potentially lead to output systems different to those of monolingual children. The speech of three bilingual German-English children was recorded monthly between the ages of 2;0 and 5;0. The analysis of word order in the verb phrase shows that initial structural separation was followed by an extended period of non-target structures in German before the children eventually worked out which structures ov

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BONNESEN, MATTHIAS. "The status of the “weaker” language in unbalanced French/German bilingual language acquisition." Bilingualism: Language and Cognition 12, no. 2 (April 2009): 177–92. http://dx.doi.org/10.1017/s1366728908003982.

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In this paper, I investigate the status of the so-called “weaker” language, French, in French/German bilingual first language acquisition, using data from two children from the DuFDE-corpus (see Schlyter, 1990a), Christophe and François. Schlyter (1993, 1994) proposes that the “weaker” language in the unbalanced children she studied has the status equivalent to that of a second language (L2). I will verify this assumption on the basis of certain grammatical phenomena, such as the use of subject clitics, null subjects and negation, with respect to which L1 and L2 learners show different develop

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Jordens, Peter, Kees De Bot, and Henk Trapman. "Linguistic Aspects of Regression in German Case Marking." Studies in Second Language Acquisition 11, no. 2 (June 1989): 179–204. http://dx.doi.org/10.1017/s0272263100000607.

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The tenability of the regression hypothesis as a basic principle for language attrition within languages has not been really questioned until now. In order to find out to what extent attrition might be the reverse of the process of acquisition, phenomena of attrition in the use of the German case system were studied. Two hypotheses were tested: the Linguistic Hypothesis and the Cognitive Hypothesis. the Linguistic Hypothesis is based on the notion of regression. According to this notion, attrition is the reverse of the language acquisition process. The Cognitive Hypothesis is based on the assu

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Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova, and Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium." E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.

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Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a for

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Jorroch, Anna. "New speakers versus old speakers. O akwizycji języka niemieckiego dwóch pokoleń na Mazurach." LingVaria 17, no. 1(33) (May 18, 2022): 293–304. http://dx.doi.org/10.12797/lv.17.2022.33.17.

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NEW SPEAKERS VERSUS OLD SPEAKERS: ABOUT GERMAN LANGUAGE ACQUISITION IN TWO GENERATIONS IN MASURIA This article presents part of the results of a field study carried out in Masuria in Summer 2018, in the framework of the international Beethoven 2 project: “Generational language differentiation: morphosyntactic changes resulting from Polish-German language contact in the speech of bilingual persons” financed by Narodowe Centrum Nauki (National Science Centre), project no. 2016/23/G/HS2/04369, affiliated with the Institute of Slavic Studies, Polish Academy of Science. The author focuses on two di

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YOUNG-SCHOLTEN, MARTHA, and MONIKA LANGER. "The role of orthographic input in second language German: Evidence from naturalistic adult learners’ production." Applied Psycholinguistics 36, no. 1 (January 2015): 93–114. http://dx.doi.org/10.1017/s0142716414000447.

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ABSTRACTA yearlong study of the acquisition of German by three American secondary school students reveals influence of orthographic input on their segmental development in phonology. The three had not been exposed to German prior to the year they spent in Germany, they received little explicit instruction on German, and they were the only native English speakers in their communities. Examination of their production of word-initial <s>, which is realized as [z] in German but [s] in English, points to influence of the orthographic input they received while interacting with written text as

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Eichler, Nadine, Veronika Jansen, and Natascha Müller. "Gender acquisition in bilingual children: French–German, Italian–German, Spanish–German and Italian–French." International Journal of Bilingualism 17, no. 5 (June 11, 2012): 550–72. http://dx.doi.org/10.1177/1367006911435719.

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Maitz, Péter, and Attila Németh. "Language Contact and Morphosyntactic Complexity: Evidence from German." Journal of Germanic Linguistics 26, no. 1 (February 7, 2014): 1–29. http://dx.doi.org/10.1017/s1470542713000184.

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The article focuses on the hypothesis that the structural complexity of languages is variable and historically changeable. By means of a quantitative statistical analysis of naturalistic corpus data, the question is raised as to what role language contact and adult second language acquisition play in the simplification and complexification of language varieties. The results confirm that there is a significant correlation between intensity of contact and linguistic complexity, while at the same time showing that there is a need to consider other social factors, and, in particular, the attitude

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Rohrbacher, Bernhard, Jürgen M. Meisel, and Jurgen M. Meisel. "Bilingual First Language Acquisition: French and German Grammatical Development." Language 72, no. 3 (September 1996): 645. http://dx.doi.org/10.2307/416289.

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Anthonissen, Lynn, and Tanja Mortelmans. "German modals in second language acquisition: A constructionist approach." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 9–30. http://dx.doi.org/10.1515/gcla-2016-0004.

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Abstract Descriptions of modal verbs in learner grammars often evoke quite abstract semantic categories (focusing on dynamic, deontic and epistemic modality) in generalized usage contexts. Yet, in concrete utterances, modal verbs not only serve highly specific pragmatic and discourse-structural functions, but can also be shown to occur in (quasi-)formulaic sequences with specific lexical elements. These more idiosyncratic functional and formal properties are often insufficiently addressed in learner grammars. The article demonstrates, on the basis of two case studies, how insights and methods

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Bassano, Dominique, Katharina Korecky-Kröll, Isabelle Maillochon, and Wolfgang U. Dressler. "L’acquisition des déterminants nominaux en français et en allemand." Language, Interaction and Acquisition 2, no. 1 (June 27, 2011): 37–60. http://dx.doi.org/10.1075/lia.2.1.02bas.

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In many languages, noun determiner acquisition is a central aspect of the emergence of grammar in children. The study compares the development of determiners — between one and three years of age — in the spontaneous productions of two children who acquire French and Austrian German, respectively. Starting with the contrast between Romance and Germanic languages and focusing on morphosyntactic factors, it evaluates the impact of typological and language-specific differences on determiner acquisition. We examine the prediction that determiners should emerge earlier in French than in German and c

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Hamann, Cornelia, Solveig Chilla, Lina Abed Ibrahim, and István Fekete. "Language assessment tools for Arabic-speaking heritage and refugee children in Germany." Applied Psycholinguistics 41, no. 6 (October 12, 2020): 1375–414. http://dx.doi.org/10.1017/s0142716420000399.

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AbstractThough Germany has long provided education for children speaking a heritage language and received two recent waves of refugees, reliable assessment tools for diagnosis of language impairment or the progress in the acquisition of German as a second language (L2) by refugee children are still lacking. The few tools expressly targeting bilingual populations are normed for younger, early successive bilingual children. This study investigates 27 typically developing children with Arabic as first language (L1), comparing 15 school-age Syrian refugees (6;6–12;8), with 12 heritage speakers (6;

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Sampaio, Julia de Freitas. ""Can you speak German?" A theoretical review of the importance of intrinsic motivation for migrants in Germany to learn German." Journal of Advanced Research in Social Sciences 5, no. 3 (September 25, 2022): 8–17. http://dx.doi.org/10.33422/jarss.v5i3.785.

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Learning a new language is not simply memorizing grammar rules. It is a much deeper process of “being” in that speech. Identity and belonging can be strong motivators to learn and practice a new language, but they can be detrimental in certain cases. When perceiving discrimination as an immigrant, one might move away from the local language, as a reaction to feeling unwelcomed in that environment. A stronger connection to the identity as an “immigrant” may arise and, in some cases, it can even hinder language acquisition. In this article, we will explore the connections between perceiving xeno

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Becker, Claudia. "Narrative competences of Deaf children in German Sign Language." Sign Language and Linguistics 12, no. 2 (December 31, 2009): 113–60. http://dx.doi.org/10.1075/sll.12.2.02bec.

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Hearing children acquire discourse competences like storytelling through everyday interaction and are systematically supported in this process by adults. In contrast, deaf children in Germany often lack appropriate interlocutors with German Sign Language proficiency in family or school. The focus of our research is on narrative competences in deaf children and on the consequences of the lack of interlocutors on the acquisition of these competences. We carried out three studies to examine narrative skills of deaf children aged 8 to 17. We collected data from dyadic conversations with deaf adult

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Tracy, Rosemarie. "The acquisition of verb placement in German." First Language 7, no. 21 (October 1987): 245–46. http://dx.doi.org/10.1177/014272378700702126.

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Eibensteiner, Lukas. "Transfer in L3 acquisition." Current Visions of TAML2 8, no. 1 (December 31, 2019): 67–83. http://dx.doi.org/10.1075/dujal.19003.eib.

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Abstract The present study examines the influence of L2 English on the acquisition of perfective and imperfective aspect in L3 Spanish among German-speaking learners. We will argue that English will be activated as the default transfer source due to principles of acquisition, which are similar for both the L2 and the L3, and because of structural similarities between both languages. The analysis is based on data from 36 German-speaking learners with varying levels of knowledge of aspect in English, their L2, and learning Spanish. For data elicitation, two semantic interpretation tasks were use

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KUPISCH, TANJA. "Specific and generic subjects in the Italian of German–Italian simultaneous bilinguals and L2 learners." Bilingualism: Language and Cognition 15, no. 4 (March 6, 2012): 736–56. http://dx.doi.org/10.1017/s1366728911000691.

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This study investigates definite articles in specific and generic subject nominals in Italian spoken by adult simultaneous bilinguals (2L1ers) and second language learners (L2ers). The study focuses on plural and mass DPs, in which German and Italian differ. The aims are to (i) compare acquisition outcomes between the weaker and the stronger language in 2L1 acquisition, (ii) see in a comparison with L2ers whether the phenomenon under investigation, which is typically acquired late (after age 6;0), lacks age of onset effects, and (iii) discuss predictions for the directionality of cross-linguis

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