TY - JOUR A1 - Kühl, Tim A1 - Wohninsland, Patrizia T1 - Learning with the interactive whiteboard in the classroom BT - its impact on vocabulary acquisition, motivation and the role of foreign language anxiety JF - Education and information technologies : the official journal of the IFIP Technical Committee on Education N2 - When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed. KW - interactive whiteboard KW - foreign language anxiety KW - vocabulary KW - acquisition KW - motivation KW - English as a foreign language Y1 - 2022 U6 - https://doi.org/10.1007/s10639-022-11004-9 SN - 1360-2357 SN - 1573-7608 VL - 27 IS - 7 SP - 10387 EP - 10404 PB - Springer CY - Dordrecht [u.a.] ER - TY - GEN A1 - Krause, Helena A1 - Bosch, Sina A1 - Clahsen, Harald T1 - Morphosyntax in the bilingual mental lexicon BT - an experimental study of strong stems in German T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Although morphosyntax has been identified as a major source of difficulty for adult (nonnative) language learners, most previous studies have examined a limited set of largely affix-based phenomena. Little is known about word-based morphosyntax in late bilinguals and of how morphosyntax is represented and processed in a nonnative speaker's lexicon. To address these questions, we report results from two behavioral experiments investigating stem variants of strong verbs in German (which encode features such as tense, person, and number) in groups of advanced adult learners as well as native speakers of German. Although the late bilinguals were highly proficient in German, the results of a lexical priming experiment revealed clear native-nonnative differences. We argue that lexical representation and processing relies less on morphosyntactic information in a nonnative than in a native language. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 520 KW - morphological structure KW - 2nd-language grammar KW - inflected nouns KW - ER-FMRI KW - representation KW - sensitivity KW - violations KW - acquisition KW - agreement KW - learners Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414431 IS - 520 ER - TY - GEN A1 - Krause, Helena A1 - Bosch, Sina A1 - Clahsen, Harald T1 - Morphosyntax in the bilingual mental lexicon BT - an experimental study of strong stems in German T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Although morphosyntax has been identified as a major source of difficulty for adult (nonnative) language learners, most previous studies have examined a limited set of largely affix-based phenomena. Little is known about word-based morphosyntax in late bilinguals and of how morphosyntax is represented and processed in a nonnative speaker's lexicon. To address these questions, we report results from two behavioral experiments investigating stem variants of strong verbs in German (which encode features such as tense, person, and number) in groups of advanced adult learners as well as native speakers of German. Although the late bilinguals were highly proficient in German, the results of a lexical priming experiment revealed clear native-nonnative differences. We argue that lexical representation and processing relies less on morphosyntactic information in a nonnative than in a native language. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 528 KW - morphological structure KW - 2nd-language grammar KW - inflected nouns KW - ER-FMRI KW - representation KW - sensitivity KW - violations KW - acquisition KW - agreement KW - learners Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-415478 SN - 1866-8364 IS - 528 ER - TY - THES A1 - Jovanovic, Nenad T1 - The comprehension of the passive voice by different populations and the effects of structural priming on this process N2 - This thesis investigates the comprehension of the passive voice in three distinct populations. First, the comprehension of passives by adult German speakers was studied, followed by an examination of how German-speaking children comprehend the structure. Finally, bilingual Mandarin-English speakers were tested on their comprehension of the passive voice in English, which is their L2. An integral part of testing the comprehension in all three populations is the use of structural priming. In each of the three distinct parts of the research, structural priming was used for a specific reason. In the study involving adult German speakers, productive and receptive structural priming was directly compared. The goal was to see the effect the two priming modalities have on language comprehension. In the study on German-acquiring children, structural priming was an important tool in answering the question regarding the delayed acquisition of the passive voice. Finally, in the study on the bilingual population, cross-linguistic priming was used to investigate the importance of word order in the priming effect, since Mandarin and English have different word orders in passive voice sentences. N2 - Diese Doktorarbeit untersucht das Verständnis von Passivsätzen in drei spezifischen Populationen. Zunächst wurde das Passivverständnis von erwachsenen deutschen Muttersprachlern erforscht, gefolgt von einer Untersuchung des Verständnisses von Passivsätzen deutschsprachiger Kinder. Schließlich wurden bilinguale Mandarin-Sprecher hinsichtlich ihres Verständnisses von Passivsätzen in der englischen Sprache, welche ihre Zweitsprache darstellt, getestet. Ein wesentlicher Bestandteil der Untersuchung des Sprachverständnisses in allen drei Populationen ist der Gebrauch des Structural Priming. In jedem der drei verschiedenen Teile der Untersuchung gab es spezifische Gründe, die Methode des Structural Priming anzuwenden. So wurden in der Studie mit deutschen erwachsenen Muttersprachlern Productive und Receptive Structural Priming unmittelbar mit einander verglichen. Das Ziel war es, die Wirkung von zwei verschiedenen Priming-Modalitäten auf das Sprachverständnis herauszufinden. In der Studie mit deutschsprachigen Kindern war Structural Priming ein wichtiges Hilfsmittel, um die Frage nach dem verzögerten Erwerb des Passivverständnisses zu beantworten. In der Studie der bilingualen Population schließlich wurde Cross-Linguistik (sprachübergreifendes) Priming genutzt um die Bedeutung des Satzbaus auf den Priming-Effekt zu untersuchen, da Mandarin und Englisch in Passivsätzen einen unterschiedlichen Satzbau verwenden. T2 - Das Verständnis von Passivkonstruktionen in verschiedenen Populationen unter Einfluss von strukturellem Priming KW - priming KW - eye-tracing KW - syntax KW - comprehension KW - cross-linguistic KW - passive voice KW - acquisition KW - children KW - bilingual KW - Erwerb KW - cross-linguistisch KW - Augenblickmessung KW - Passive KW - Priming KW - Syntax KW - Verständnis KW - Kinder KW - bilingual Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-475900 ER - TY - GEN A1 - Höhle, Barbara A1 - Hörnig, Robin A1 - Weskott, Thomas A1 - Knauf, Selene A1 - Krüger, Agnes T1 - Effects of focus and definiteness on children's word order BT - evidence from German five-year-olds' reproductions of double object constructions T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Two experiments tested how faithfully German children aged 4; 5 to 5; 6 reproduce ditransitive sentences that are unmarked or marked with respect to word order and focus (Exp1) or definiteness (Exp2). Adopting an optimality theory (OT) approach, it is assumed that in the German adult grammar word order is ranked lower than focus and definiteness. Faithfulness of children's reproductions decreased as markedness of inputs increased; unmarked structures were reproduced most faithfully and unfaithful outputs had most often an unmarked form. Consistent with the OT proposal, children were more tolerant against inputs marked for word order than for focus; in conflict with the proposal, children were less tolerant against inputs marked for word order than for definiteness. Our results suggest that the linearization of objects in German double object constructions is affected by focus and definiteness, but that prosodic principles may have an impact on the position of a focused constituent. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 511 KW - indefinite articles KW - preschool-children KW - information KW - animacy KW - acquisition KW - constraints KW - sentences KW - language KW - grammar KW - stress Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-415695 SN - 1866-8364 IS - 511 ER - TY - GEN A1 - Berger, Frauke A1 - Höhle, Barbara T1 - Restrictions on addition BT - children’s interpretation of the focus particles auch ‘ also ’ and nur ‘ only ’ in German T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Children up to school age have been reported to perform poorly when interpreting sentences containing restrictive and additive focus particles by treating sentences with a focus particle in the same way as sentences without it. Careful comparisons between results of previous studies indicate that this phenomenon is less pronounced for restrictive than for additive particles. We argue that this asymmetry is an effect of the presuppositional status of the proposition triggered by the additive particle. We tested this in two experiments with German-learning three-and four-year-olds using a method that made the exploitation of the information provided by the particles highly relevant for completing the task. Three-year-olds already performed remarkably well with sentences both with auch 'also' and with nur 'only'. Thus, children can consider the presuppositional contribution of the additive particle in their sentence interpretation and can exploit the restrictive particle as a marker of exhaustivity. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 509 KW - presupposition KW - comprehension KW - implicature KW - acquisition KW - semantics KW - asymmetry KW - tolerance KW - mandarin Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414911 SN - 1866-8364 IS - 509 ER - TY - GEN A1 - Adani, Flavia A1 - Forgiarini, Matteo A1 - Guasti, Maria Teresa A1 - Van der Lely, Heather K. J. T1 - Number dissimilarities facilitate the comprehension of relative clauses in children with (Grammatical) Specific Language Impairment T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - This study investigates whether number dissimilarities on subject and object DPs facilitate the comprehension of subject-and object-extracted centre-embedded relative clauses in children with Grammatical Specific Language Impairment (G-SLI). We compared the performance of a group of English-speaking children with G-SLI (mean age: 12; 11) with that of two groups of younger typically developing (TD) children, matched on grammar and receptive vocabulary, respectively. All groups were more accurate on subject-extracted relative clauses than object-extracted ones and, crucially, they all showed greater accuracy for sentences with dissimilar number features (i.e., one singular, one plural) on the head noun and the embedded DP. These findings are interpreted in the light of current psycholinguistic models of sentence comprehension in TD children and provide further insight into the linguistic nature of G-SLI. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 525 KW - normally developing-children KW - speaking children KW - greek children KW - SLI KW - acquisition KW - english KW - intervention KW - dependencies KW - complexity KW - movement Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-415453 SN - 1866-8364 IS - 525 SP - 811 EP - 841 ER -