Bibliografías temáticas / German language acquisition

Literatura académica sobre el tema "German language acquisition"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de enero de 2023

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Artículos de revistas sobre el tema "German language acquisition"

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Huffines, Marion Lois. "Acquisition Strategies in Language Death". Studies in Second Language Acquisition 13, n.º 1 (marzo de 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 identified as operative across languages operates within the learner language as internal analogy. Learners also seek to maximize the distance between English and Pennsylvania German and emphasize the distinctiveness of each.
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Grümpel, Claudia, Pamela Stoll y José Luis Cifuentes Honrubia. "L3-Task: Language acquisition in a multilingual context". Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27, n.º 2 (8 de diciembre de 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 students who are native speakers (NSs) of Spanish (L1), have studied English as a second language (L2) and are acquiring German as an L3 within a university program based on an A1 CEFR-based framework. In order to provide these non-native speakers (NNSs) of German with opportunities to develop oral competence, online tandems were organized with students at the University of Vienna who are NSs or near-native-speakers of German (NNSs-high). During their online encounter, the tandem partners carried out task-based interactions related to the formal German language course in university education. The interactions were carried out outside the classroom, and recorded and stored by the students themselves with the help of a common video-conference platform. In this article we present samples of transcribed interactions in German by 11 tandems composed of a NNS and a NS or NNS-high. The interactions were initially set up through the use of English, which is the tandem partners´ common L2.
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BIANCHI, GIULIA. "Gender in Italian–German bilinguals: A comparison with German L2 learners of Italian". Bilingualism: Language and Cognition 16, n.º 3 (10 de febrero de 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 both groups of speakers, suggesting that uninterpretable features are unlikely to be subject to vulnerability in the heritage language of adult bilingual speakers and can be acquired in adult L2 acquisition. Deviances from the target in gender assignment and, to a lesser extent, in gender agreement are attributed to both language-internal (i.e., language) and language-external factors (i.e., amount of input).
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Döpke, Susanne. "Approaches to first language acquisition". Australian Review of Applied Linguistics 15, n.º 2 (1 de enero de 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 (4 de agosto de 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 language proficiency, and a verbal fluency task as a measure of lexical retrieval and bilingual dominance. The former is an unspeeded integrative task, while the latter taps lexical access as a function of the relative activation levels of the languages. The analysis focuses on the proficiency profiles of the bilingual participants vis-à-vis a German and an Irish control group to establish the level of L1 attrition and L2 acquisition, and the degree with which L1 and L2 proficiency correlate.
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Harroff, Stephen. "A MICROWORLD FOR SECOND-LANGUAGE ACQUISITION". CALICO Journal 3, n.º 3 (14 de enero de 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 course description is that of a disk-based tutorial on the instruction set of SuperPILOT. This tutorial reflects the premise of the course, that experimentation fosters comprehension, and includes a series of laboratory experiments for students to complete—all couched in German.
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Kupisch, Tanja, Deniz Akpinar y Antje Stöhr. "Gender assignment and gender agreement in adult bilinguals and second language learners of French". Linguistic Approaches to Bilingualism 3, n.º 2 (17 de mayo de 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 investigate whether successful acquisition of gender is dependent on influence from German. Two experiments, an acceptability judgment task and an elicited production task, are carried out. Results show successful acquisition of agreement in all groups. By contrast, gender assignment may be mildly affected if French is acquired in a minority language context or as an L2.
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Nekvapil, Jiří. "From the biographical narratives of Czech Germans". Journal of Asian Pacific Communication 11, n.º 1 (8 de mayo de 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 paper takes notice of how the German language has been preserved in the older generations of Czech Germans and the ways in which the younger generations of Czech Germans acquire German.
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Dittmar, Norbert. "Grammaticalization in Second Language Acquisition". Studies in Second Language Acquisition 14, n.º 3 (septiembre de 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. I have shown what a bother it is to decline a good (male) friend; well this is only a third of the work, for there is a variety of new distortions of the adjective to be learned when the object is feminine, and still another when the object is neuter. Now there are more adjectives in this language than there are black cats in Switzerland, and they must all be as elaborately declined as the example above suggested. Difficult? Troublesome? (Mark Twain, ‘The Awful German Language,’ in Twain, 1879, pp. 271–272)
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Lorenz, Eliane, Tugba Elif Toprak y Peter Siemund. "English L3 acquisition in heritage contexts: Modelling a path through the bilingualism controversy". Poznan Studies in Contemporary Linguistics 57, n.º 2 (1 de junio de 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 by various linguistic and extra-linguistic factors. Thus, we examine the relationship between English proficiency (L2 or L3), reading comprehension in German and the heritage languages Turkish and Russian along with cognitive ability and socio-economic status by using several multi-group path analyses, a type of structural equation modelling. The proposed structural equation model of English proficiency can be successfully fitted for all participants investigated, i.e. for both the monolingual and bilingual learners, with the exception of the Turkish-German group when analyzed separately. Overall, the results do not suggest any obvious bilingual facilitation effects or general differences across the learner groups, yet minor differences between the monolingual and bilingual groups in various componential relationships are detected.
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Tesis sobre el tema "German language acquisition"

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Lennon, P. "Second language acquisition of advanced German learners". Thesis, University of Reading, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378307.

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Chan, Yin-fung. "Towards an interactive view of third language acquisition : the case of the German Vorfeld /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24729966.

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Ling, Margarete Maria Mayr. "Topics in the acquisition of complex constructions in German". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0017/NQ45181.pdf.

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Green, Peter Stuart. "The use of communication strategies by German school learners of English". Thesis, University of York, 1995. http://etheses.whiterose.ac.uk/10832/.

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Chan, Yin-fung y 陳燕鳳. "Towards an interactive view of third language acquisition: the case of the German Vorfeld". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29750684.

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Ferguson, Stuart Douglas. "Language assimilation and crosslinguistic influence : a study of German exile writers /". [Milperra, N.S.W. : The Author], 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030508.163610/index.html.

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Callies, Marcus. "Information highlighting in advanced learner English : the syntax-pragmatics interface in second language acquisition /". Amsterdam : John Benjamins Publishing Company, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789027254313.

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Grabitzky, Vera Katharina. "Vulnerable language areas in attriting L1 German : testing the interface hypothesis and structural overlap hypothesis". Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1328.

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Linguists studying language acquisition often assume that once a first language is fully acquired, its mental linguistic representation remains constant and stable. Observations of native language attrition due to the influence of a dominant second language have led researchers to rethink the nature of the first language and consider the possibility that the mental representation of our first language may not be completely stable. The purpose of this dissertation is to investigate specific areas of the first language that may be particularly vulnerable to L1 attrition if exposed to a dominant L2. I test Sorace's (2003) Vulnerable Interface Hypothesis, and propose and test the Structural Overlap Hypothesis. The Vulnerable Interface Hypothesis for first language attrition claims that linguistic properties located in the interfaces between the linguistic computational system and external domains (e.g. discourse or pragmatics) are particularly vulnerable to attrition, while internal interfaces (e.g. the syntax-semantics interface) are only somewhat vulnerable to attrition. The domain of narrow syntax is assumed to remain stable unless the L1 begins to attrite in childhood (Montrul, 2008). The Structural Overlap Hypothesis assumes that properties which exhibit structural overlap between the L1 and L2 are more vulnerable to L1 attrition. The predictions of both hypotheses are tested using 15 L1 German adult attriters whose dominant L2 is English, in order to observe the degree of stability of the linguistic system in adult onset bilinguals. Four linguistic properties of German are examined, which are grouped in two pairings of a purely syntactic property with a grammatically related interface property. 15 monolingual L1 German speakers and 15 monolingual L1 English speakers serve as controls. The data obtained also shed light on a frequently debated question of attrition research, viz. whether L1 attrition is due to transfer from the L2, or a decrease in the linguistic processing capacity due to competition of a dominant L2, or both.
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Grünloh, Thomas [Verfasser], Martine [Akademischer Betreuer] Grice y Elena [Akademischer Betreuer] Lieven. "Intonation in Language Acquisition - Evidence from German / Thomas Grünloh. Gutachter: Martine Grice ; Elena Lieven". Köln : Universitäts- und Stadtbibliothek Köln, 2011. http://d-nb.info/1037982894/34.

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Grünloh, Thomas Verfasser], Martine [Akademischer Betreuer] [Grice y Elena [Akademischer Betreuer] Lieven. "Intonation in Language Acquisition - Evidence from German / Thomas Grünloh. Gutachter: Martine Grice ; Elena Lieven". Köln : Universitäts- und Stadtbibliothek Köln, 2011. http://d-nb.info/1037982894/34.

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Libros sobre el tema "German language acquisition"

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Dutch-German Colloquium on Language Acquisition (1994 Groningen, Netherlands). Papers from the Dutch-German Colloquium on Language Acquisition. Editado por Verrips Maaike y Wijnen Frank. [Amsterdam]: Universiteit van Amsterdam, Instituut voor Algemene Taalwetenschap, 1995.

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M, Meisel Jürgen y DUFDE (Research Group), eds. Bilingual first language acquisition: French and German grammatical development. Amsterdam: J. Benjamins, 1994.

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1964-, Housen Alex y Pierrard M, eds. Investigations in instructed second language acquisition. Berlin: Mouton de Gruyter, 2005.

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Martha, Young-Scholten, ed. The acquisition of German: Introducing organic Grammar. Berlin: De Gruyter Mouton, 2011.

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Kupisch, Tanja. The acquisition of determiners in bilingual German-Italian and German-French children. München: LINCOM Europa, 2006.

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Simsek, S. Cigdem Sagin. Third language acquisition: Turkish-German bilingual students' acquisition of English word order in a German educational setting. Münster: Waxmann, 2006.

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Schultze-Berndt, Eva. Phonetische Substanz und phonologische Theorie: Eine Fallstudie zum Erstspracherwerb des Deutschen. Köln: Institut für Sprachwissenschaft, Universität zu Köln, 1991.

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Erstspracherwerb: Der Erwerb des deutschen Lautsystems. Wiesbaden: Deutscher Universitäts Verlag, 1991.

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1939-, Dressler Wolfgang U., ed. Carmens Erwerb der deutschen Wortbildung. Wien: Verlag der Österreichischen Akademie der Wissenschaften, 2010.

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The acquisition of gender: A study of English and German. Berlin: Springer-Verlag, 1986.

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Capítulos de libros sobre el tema "German language acquisition"

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Jordens, Peter. "Acquiring German and French in a Billingual Setting". En Language Acquisition and Language Disorders, 3. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/lald.7.02jor.

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Felser, Claudia y Anna Jessen. "Brain responses elicited by implausible fillers and filled object gaps in German". En Language Acquisition and Language Disorders, 75–90. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lald.64.04fel.

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Korecky-Kröll, Katharina y Wolfgang U. Dressler. "The acquisition of number and case in Austrian German nouns". En Studies on Language Acquisition, 265–302. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110217117.265.

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Mewe, Jana. "Case(mis)matching in German free relative clauses in the self-paced reading paradigm". En Language Acquisition and Language Disorders, 11–34. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lald.64.01mew.

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Wimmer, Eva y Martina Penke. "The comprehension of wh-questions and passives in German children and adolescents with Down syndrome". En Language Acquisition and Language Disorders, 279–301. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lald.64.12wim.

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Perdue, Clive. "Chapter 11. The expression of finiteness by L1 and L2 learners of Dutch, French, and German". En Language Acquisition and Language Disorders, 205–21. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/lald.52.14per.

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Penner, Zvi. "Asking Questions without CP’s? On the Acquisition of Rootwh-questions in Bernese Swiss German and Standard German". En Language Acquisition Studies in Generative Grammar, 177. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/lald.8.10pen.

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Gibson, Martha, Britta Hufeisen y Gary Libben. "Chapter 8. Learners of German as an L3 and their Production of German Prepositional Verbs". En Cross-Linguistic Influence in Third Language Acquisition, editado por Jasone Cenoz, Britta Hufeisen y Ulrike Jessner, 138–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2001. http://dx.doi.org/10.21832/9781853595509-009.

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Kauschke, Christina y Gisela Klann-Delius. "The acquisition of verbal expressions for internal states in German". En The Language of Emotions, 173. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.85.13kau.

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Schmitz, Katrin. "Indirect objects and Dative case in monolingual German and bilingual German/Romance language acquisition". En Studies in Language Companion Series, 239–68. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/slcs.75.11sch.

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Actas de conferencias sobre el tema "German language acquisition"

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Laarmann-Quante, Ronja, Lisa Prepens y Torsten Zesch. "Evaluating Automatic Spelling Correction Tools on German Primary School Children’s Misspellings". En 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190010.

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Most existing spellcheckers have been developed for adults and it is yet understudied how well children’s texts can be automatically spellchecked, e.g. to build tools that assist them in spelling acquisition. This paper presents a detailed evaluation of six tools for automatic spelling correction on texts produced by German primary school children between grades 2 and 4. We find that popular off-the-shelf tools only achieve a correction accuracy of up to 46% even when local word context is taken into account. For many misspellings, the desired correction is not even among the suggested candidates. A noisy-channel model that we trained on similar errors, in contrast, achieves a correction accuracy of up to 69%. Further analyses show that this approach is very successful at candidate generation and that a better re-ranking of correction candidates could lead to a correction accuracy of ~90 %. Most of the remaining misspellings are so distorted that they are hard to correct without broader context. Furthermore, we analyze how the tools perform at different grade levels and for misspellings with different edit distances.
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Maximova, Olga y Yury Medvedev. "CROSS-LINGUISTIC INFLUENCE IN THIRD LANGUAGE ACQUISITION: THE CASE OF GERMAN AS THE FIRST FOREIGN LANGUAGE AND ENGLISH AS THE SECOND FOREIGN LANGUAGE". En 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0939.

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Muller, Mirela. "Fast Mapping, an Indicator of the Acquisition of German as a Foreign Language in Bilingual Families: A Case Study". En 2022 11th International Conference on Educational and Information Technology (ICEIT). IEEE, 2022. http://dx.doi.org/10.1109/iceit54416.2022.9690728.

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Harbusch, Karin, Christel-Joy Cameran y Johannes Härtel. "Underspecification-based grammatical feedback generation tailored to the learner’s current acquisition level in an e-learning system for German as second language". En EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000208.

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