@article{Hudzik2019, author = {Hudzik, Agnieszka Helena}, title = {War, Emigration and the Soul of the Poet On Hermann Broch and J{\´o}zef Wittlin's Correspondence}, series = {Pamietnik literacki}, volume = {110}, journal = {Pamietnik literacki}, number = {3}, publisher = {Wydawinictwo Pan , Institut Badan Literackich Pan}, address = {Warsaw}, issn = {0031-0514}, pages = {161 -- 182}, year = {2019}, language = {pl} } @article{ClahsenJessen2019, author = {Clahsen, Harald and Jessen, Anna}, title = {Do bilingual children lag behind? A study of morphological encoding using ERPs}, series = {Journal of child language}, volume = {46}, journal = {Journal of child language}, number = {5}, publisher = {Cambridge Univ. Press}, address = {New York}, issn = {0305-0009}, doi = {10.1017/S0305000919000321}, pages = {955 -- 979}, year = {2019}, abstract = {The current study investigates how bilingual children encode and produce morphologically complex words. We employed a silent-production-plus-delayed-vocalization paradigm in which event-related brain potentials (ERPs) were recorded during silent encoding of inflected words which were subsequently cued to be overtly produced. The bilingual children's spoken responses and their ERPs were compared to previous datasets from monolingual children on the same task. We found an enhanced negativity for regular relative to irregular forms during silent production in both bilingual children's languages, replicating the ERP effect previously obtained from monolingual children. Nevertheless, the bilingual children produced more morphological errors (viz. over-regularizations) than monolingual children. We conclude that mechanisms of morphological encoding (as measured by ERPs) are parallel for bilingual and monolingual children, and that the increased over-regularization rates are due to their reduced exposure to each of the two languages (relative to monolingual children).}, language = {en} } @phdthesis{Schroeder2019, author = {Schr{\"o}der, Ariane}, title = {Biological Inf(1)ections of the American Dream}, publisher = {Lit}, address = {Wien}, isbn = {978-3-643-91274-9}, school = {Universit{\"a}t Potsdam}, pages = {295}, year = {2019}, language = {de} } @article{MaluchKempert2019, author = {Maluch, Jessica Tsimprea and Kempert, Sebastian Benjamin}, title = {Bilingual profiles and third language learning: the effects of the manner of learning, sequence of bilingual acquisition, and language use practices}, series = {International Journal of Bilingual Education and Bilingualism}, volume = {22}, journal = {International Journal of Bilingual Education and Bilingualism}, number = {7}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1367-0050}, doi = {10.1080/13670050.2017.1322036}, pages = {870 -- 882}, year = {2019}, abstract = {This study investigates the effect of bilingualism on learning English as a foreign language (L3), examining the impact of manner and sequence of bilingual acquisition and learning as well as language use practices in language minority children. With a sample of 1295 German eighth and ninth graders (bilingual: n = 456, monolingual: n = 839), we examined if certain aspects of bilingualism present an advantageous condition for learning English as a foreign language in bilingual language minority students. Controlling for socio-economic status, indicators of cultural capital, and gender, the regression analyses revealed higher L3 listening and reading outcomes for bilinguals who received formal instruction in their minority language, had acquired both languages in their first three years, and switched more often between their two languages, when compared to their other bilingual and monolingual peers. The discussion focuses on the importance for bilingual children in immigrant communities to have high proficiencies in both majority and minority languages in order to develop advantages in foreign language learning.}, language = {en} } @misc{Pilarczyk2019, type = {Master Thesis}, author = {Pilarczyk, Paulina}, title = {Der Einsatz lateinamerikanischer Telenovelas im Spanischunterricht am Beispiel von Yo soy Betty, la fea}, doi = {10.25932/publishup-43100}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-431006}, school = {Universit{\"a}t Potsdam}, pages = {114}, year = {2019}, abstract = {Das Ziel dieser Arbeit ist es, das Potenzial lateinamerikanischer Telenovelas als audiovisuelle Medien f{\"u}r den Fremdsprachenunterricht Spanisch und deren Eignung f{\"u}r die F{\"o}rderung der funktionalen kommunikativen Kompetenz, der interkulturellen kommunikativen Kompetenz und der Medienkompetenz aufzuzeigen. Der Schwerpunkt dieser Untersuchung liegt dabei im lateinamerikanischen Spanisch und der lateinamerikanischen Kultur. Zu diesem Zweck werden ausgew{\"a}hlte Szenen aus der weltweit popul{\"a}rsten kolumbianischen Telenovela Yo soy Betty, la fea analysiert. Es werden zwei Szenen aus dem Arbeitsleben und zwei Szenen aus dem Privatleben in Hinblick auf die funktionale kommunikative Kompetenz untersucht. Des Weiteren werden die kulturellen Elemente in dieser Telenovela w{\"a}hrend der Analyse geschildert. Schließlich wird die Telenovela mit dem Fokus auf die Medienkompetenz, daher auf die Eigenschaften und Konventionen des Genres Telenovela, hin untersucht.}, language = {de} } @book{GranzowEmdenLuber2019, author = {Granzow-Emden, Matthias and Luber, Johannes}, title = {Deutsche Grammatik verstehen und unterrichten}, series = {Bachelor-Wissen}, journal = {Bachelor-Wissen}, edition = {3. {\"u}berarb. u. erw. Aufl.}, publisher = {Narr}, address = {T{\"u}bingen}, isbn = {978-3-8233-8134-1}, doi = {elibrary.narr.digital/book/99.125005/9783823391340}, url = {http://nbn-resolving.de/urn:nbn:de:101:1-2019111818314224958564}, pages = {318}, year = {2019}, abstract = {Diese neuartige Einf{\"u}hrung in die deutsche Grammatik verbindet schulgrammatisches Wissen und neuere Grammatikmodelle in anschaulicher und verst{\"a}ndlicher Weise miteinander. Lehramtsstudierende k{\"o}nnen sich damit die Kenntnisse und Kompetenzen aneignen, die sie f{\"u}r ihr Studium und ihren k{\"u}nftigen Beruf brauchen, erfahrene Lehrkr{\"a}fte erhalten wichtige Impulse f{\"u}r neue Wege im Deutschunterricht. Mit den funktional orientierten Erkl{\"a}rungen zum Feldermodell und den zahlreichen systematisch gestalteten Tabellen im Bereich der Verben, Nomen/Nominalgruppen, Pr{\"a}positionen und Pronomen bekommt die Schulgrammatik eine tragf{\"a}hige Grundlage. Die Tabellen eignen sich dar{\"u}ber hinaus f{\"u}r DaF-/DaZ-Kurse sowie f{\"u}r die autodidaktische Aneignung des Deutschen als Fremd- oder Zweitsprache. Die neue Auflage wurde gr{\"u}ndlich {\"u}berarbeitet und erweitert.}, language = {de} } @article{Felser2019, author = {Felser, Claudia}, title = {Do processing resource limitations shape heritage language grammars?}, series = {Bilingualism : language and cognition}, volume = {23}, journal = {Bilingualism : language and cognition}, number = {1}, publisher = {Cambridge University Press}, address = {New York}, issn = {1366-7289}, doi = {10.1017/S1366728919000397}, pages = {23 -- 24}, year = {2019}, language = {en} } @misc{BoschVerissimoClahsen2019, author = {Bosch, Sina and Ver{\´i}ssimo, Joao Marques and Clahsen, Harald}, title = {Inflectional morphology in bilingual language processing}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {569}, issn = {1866-8364}, doi = {10.25932/publishup-43337}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433371}, pages = {339 -- 360}, year = {2019}, abstract = {This study addresses the question of how age of acquisition (AoA) affects grammatical processing, specifically with respect to inflectional morphology, in bilinguals. We examined experimental data of more than 100 participants from the Russian/German community in Berlin, all of whom acquired Russian from birth and German at different ages. Using the cross-modal lexical priming technique, we investigated stem allomorphs of German verbs that encode multiple morphosyntactic features. The results revealed a striking AoA modulation of observed priming patterns, indicating efficient access to morphosyntactic features for early AoAs and a gradual decline with increasing AoAs. In addition, we found a discontinuity in the function relating AoA to morphosyntactic feature access, suggesting a sensitive period for the development of morphosyntax.}, language = {en} } @misc{ClahsenJessen2019, author = {Clahsen, Harald and Jessen, Anna}, title = {Do bilingual children lag behind?}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {682}, issn = {1866-8364}, doi = {10.25932/publishup-46972}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-469727}, pages = {27}, year = {2019}, abstract = {The current study investigates how bilingual children encode and produce morphologically complex words. We employed a silent-production-plus-delayed-vocalization paradigm in which event-related brain potentials (ERPs) were recorded during silent encoding of inflected words which were subsequently cued to be overtly produced. The bilingual children's spoken responses and their ERPs were compared to previous datasets from monolingual children on the same task. We found an enhanced negativity for regular relative to irregular forms during silent production in both bilingual children's languages, replicating the ERP effect previously obtained from monolingual children. Nevertheless, the bilingual children produced more morphological errors (viz. over-regularizations) than monolingual children. We conclude that mechanisms of morphological encoding (as measured by ERPs) are parallel for bilingual and monolingual children, and that the increased over-regularization rates are due to their reduced exposure to each of the two languages (relative to monolingual children).}, language = {en} } @misc{GarciaRoeserHoehle2019, author = {Garcia, Rowena and Roeser, Jens and H{\"o}hle, Barbara}, title = {Children's online use of word order and morphosyntactic markers in Tagalog thematic role assignment}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {673}, issn = {1866-8364}, doi = {10.25932/publishup-46967}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-469678}, pages = {533 -- 555}, year = {2019}, abstract = {We investigated whether Tagalog-speaking children incrementally interpret the first noun as the agent, even if verbal and nominal markers for assigning thematic roles are given early in Tagalog sentences. We asked five- and seven-year-old children and adult controls to select which of two pictures of reversible actions matched the sentence they heard, while their looks to the pictures were tracked. Accuracy and eye-tracking data showed that agent-initial sentences were easier to comprehend than patient-initial sentences, but the effect of word order was modulated by voice. Moreover, our eye-tracking data provided evidence that, by the first noun phrase, seven-year-old children looked more to the target in the agent-initial compared to the patient-initial conditions, but this word order advantage was no longer observed by the second noun phrase. The findings support language processing and acquisition models which emphasize the role of frequency in developing heuristic strategies (e.g., Chang, Dell, \& Bock, 2006).}, language = {en} }