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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).
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.
Das Ziel dieser Arbeit ist es, das Potenzial lateinamerikanischer Telenovelas als audiovisuelle Medien für den Fremdsprachenunterricht Spanisch und deren Eignung für die Förderung 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 ausgewählte Szenen aus der weltweit populärsten 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 während der Analyse geschildert. Schließlich wird die Telenovela mit dem Fokus auf die Medienkompetenz, daher auf die Eigenschaften und Konventionen des Genres Telenovela, hin untersucht.
Diese neuartige Einführung in die deutsche Grammatik verbindet schulgrammatisches Wissen und neuere Grammatikmodelle in anschaulicher und verständlicher Weise miteinander. Lehramtsstudierende können sich damit die Kenntnisse und Kompetenzen aneignen, die sie für ihr Studium und ihren künftigen Beruf brauchen, erfahrene Lehrkräfte erhalten wichtige Impulse für neue Wege im Deutschunterricht. Mit den funktional orientierten Erklärungen zum Feldermodell und den zahlreichen systematisch gestalteten Tabellen im Bereich der Verben, Nomen/Nominalgruppen, Präpositionen und Pronomen bekommt die Schulgrammatik eine tragfähige Grundlage. Die Tabellen eignen sich darüber hinaus für DaF-/DaZ-Kurse sowie für die autodidaktische Aneignung des Deutschen als Fremd- oder Zweitsprache. Die neue Auflage wurde gründlich überarbeitet und erweitert.
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.
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).
Children's online use of word order and morphosyntactic markers in Tagalog thematic role assignment
(2019)
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).