Startseite Linguistik & Semiotik Predicting foreign language skills based on first languages: The role of lexical distance and relative morphological complexity
Artikel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

Predicting foreign language skills based on first languages: The role of lexical distance and relative morphological complexity

  • Raphael Berthelé EMAIL logo , Peter Lenz und Elisabeth Peyer
Veröffentlicht/Copyright: 20. Oktober 2022

Abstract

Research on adult second language learning shows the importance of the linguistic proximity of acquired languages to the target language as a predictor of learning. Not much research has been done on the impact of linguistic distance in foreign language learning settings. We analysed the speaking, writing, listening, and reading skills of multilingual 14-year-old French learners (N = 409) in a German-speaking context who indicated at least one language other than German as (a) L 1. Using mixed-effect models, we tested associations between linguistic contrasts between French and the individuals’ first languages and their success on tests of French as a foreign language. The models also controlled for motivation, curriculum-related variables as well as social, economic and educational background information. Results show a small effect for lexical distance with all four skills, while relative morphological complexity seems negligible. The study therefore shows that the impact of lexical distance is measurable not only in immersive second language learning settings, but also in foreign language instruction settings with very limited exposure to the target language.


Institute of Multilingualism Université de Fribourg Rue de Rome 1 CH-1700 Fribourg/Freiburg Switzerland

7

7 Acknowledgements

We wish to thank all our colleagues who contributed to this project, especially Mirjam Andexlinger, Karolina Kofler, and Christopher Huguenin.

References

Adams, R. J. 2005. “Reliability as a measurement design effect”. Studies in Educational Evaluation 31(2–3). 162–172.10.1016/j.stueduc.2005.05.008Suche in Google Scholar

ALTE. 1998. Multilingual glossary of language testing terms. Cambridge: Cambridge University Press.Suche in Google Scholar

Avineri, N. and E. J. Johnson. 2015. “Invited forum: Bridging the ‘Language Gap’”. Journal of Linguistic Anthropology 25(1). 66–86.10.1111/jola.12071Suche in Google Scholar

Baayen, R. H., D. J. Davidson and D. M. Bates. 2008. “Mixed-effects modeling with crossed random effects for subjects and items”. Journal of Memory and Language 59(4). 390–412.10.1016/j.jml.2007.12.005Suche in Google Scholar

Bakker, D., A. Müller, V. Velupillai, S. Wichmann, C. H. Brown, P. Brown, … E. W. Holman. 2009. “Adding typology to lexicostatistics: A combined approach to language classification”. Linguistic Typology 13(1). 169–181.10.1515/LITY.2009.009Suche in Google Scholar

Bartelheimer, P. and M. I. Wolter. 2016. “Demografischer Wandel – ändert Zuwanderung den Trend? Die neue Migration nach Deutschland – sozioökonomisch betrachtet”. SOFI-Mitteilungen 10. 7–12.Suche in Google Scholar

Bates, D., M. Mächler, B. Bolker, and S. Walker. 2015. “Fitting linear mixed-effects models using lme4”. Journal of Statistical Software 67(1). 1–48.10.18637/jss.v067.i01Suche in Google Scholar

Becker, R., F. Jäpel and M. Beck. 2013. “Diskriminierung durch Lehrpersonen oder herkunftsbedingte Nachteile von Migranten im Deutschschweizer Schulsystem”? Swiss Journal of Sociology 39(3). 517–549.Suche in Google Scholar

Berthele, R. and J. Vanhove. 2020. “What would disprove interdependence? Lessons learned from a study on biliteracy in Portuguese heritage language speakers in Switzerland”. International Journal of Bilingual Education and Bilingualism 23(5). 550–566.10.1080/13670050.2017.1385590Suche in Google Scholar

BIFIE, Bundesinstitut für Bildungsforschung, Innovation und Entwicklung des österreichischen Schulwesens. 2013. Schülerfragebogen Standardüberprüfung 8. Schulstufe 2013. Retrieved from https://www.bifie.at/system/files/dl/BISTUE_E8_2013_Schuelerfragebogen_2013-01-24_0.pdf.Suche in Google Scholar

Bransford, J. D., A. L. Brown and R. R. Cocking. 2000. How people learn: Brain, mind, experience, and school. (Expanded, subsequent edition). Washington, D.C: National Academies Press.Suche in Google Scholar

Cenoz, J. and F. Valencia. 1994. “Additive trilingualism: Evidence from the Basque country”. Applied Psycholinguistics 15(2). 195–207.10.1017/S0142716400005324Suche in Google Scholar

Cohen, J. 1988. Statistical power analysis for the behavioral sciences (2nd edn.). Hillsdale, N.J: L. Erlbaum Associates.Suche in Google Scholar

Council of Europe (ed.). 2001. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. Retrieved from https://rm.coe.int/1680459f97.Suche in Google Scholar

Cummins, J. 1979. “Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters”. Working Papers on Bilingualism 19. 197–205.Suche in Google Scholar

Découvertes. 2004. Stuttgart: Ernst Klett Verlag.Suche in Google Scholar

Dimroth, C. 2018. “Beyond statistical learning: Communication principles and language internal factors shape grammar in child and adult beginners learning polish through controlled exposure”. Language Learning 68(4). 863–905.10.1111/lang.12294Suche in Google Scholar

Dressler, C. and M. L. Kamil. 2006. “First- and Second-Language Literacy”. In: D. August and T. Shanahan (eds.), Developing literacy in second language learners: Report of the national literacy panel on language-minority children and youth. Washington D.C.: Lawrence Erlbaum Associates Publishers. 197–238.Suche in Google Scholar

Elsner, D. 2007. Hörverstehen im Englischunterricht der Grundschule: Ein Leistungsvergleich zwischen Kindern mit Deutsch als Muttersprache und Deutsch als Zweitsprache. Frankfurt am Main u.a.: Peter Lang.Suche in Google Scholar

Engel, G., B. Groot-Wilken and E. Thürmann. 2009. Englisch in der Primarstufe − Chancen und Herausforderungen: Evaluation und Erfahrungen aus der Praxis. Berlin: Cornelsen.Suche in Google Scholar

Envol. 2000. (6th edition). Zürich: Lehrmittelverlag Zürich.Suche in Google Scholar

Gamer, M., J. Lemon, I. Fellows and P. Singh. 2012. “irr: Various coefficients of interrater reliability and agreement”. Retrieved from https://CRAN.R-project.org/package=irr.Suche in Google Scholar

Gooskens, C., V. J. van Heuven, J. Golubović, A. Schüppert, F. Swarte and S. Voigt. 2018. “Mutual intelligibility between closely related languages in Europe”. International Journal of Multilingualism 15(2). 169–193.10.1080/14790718.2017.1350185Suche in Google Scholar

Haspelmath, M. 2005. The world atlas of language structures. Oxford: Oxford University Press.Suche in Google Scholar

Heinzmann, S. 2013. Young language learners’ motivation and attitudes: Longitudinal, comparative and explanatory perspectives. London/New York: Bloomsbury Academic.Suche in Google Scholar

Jaeger, B. 2017. r2glmm: Computes R Squared for mixed (multilevel) models. Retrieved from https://CRAN.R-project.org/package=r2glmm.10.32614/CRAN.package.r2glmmSuche in Google Scholar

Jaekel, N., M. Schurig, M. Florian and M. Ritter. 2017. “From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School”. Language Learning 67(3). 631–664.10.1111/lang.12242Suche in Google Scholar

Jessner, U. 1999. “Metalinguistic awareness in multilinguals: Cognitive aspects of third language learning”. Language Awareness 8(3-4). 201–209.10.1080/09658419908667129Suche in Google Scholar

Kellerman, E. 1986. “An eye for an eye: Crosslinguistic constraints on the development of the L2 lexicon”. In: E. Kellerman and M. Sharwood Smith (eds.), Cross-linguistic influence in second language acquisition. New York et al.: Pergamon Institute of English. 35–48.Suche in Google Scholar

Kiefer, T., A. Robitzsch and M. Wu. 2015. TAM: Test Analysis Modules http://CRAN.R-project.org/package=TAM.Suche in Google Scholar

Klieme, E. and DESI-Konsortium (eds.). 2008. Unterricht und Kompetenzerwerb in Deutsch und Englisch: Ergebnisse der DESI-Studie. Weinheim et al.: Beltz. Retrieved from https://www.pedocs.de/volltexte/2010/3149/pdf/978_3_407_25491_7_1A_D_A.pdf.Suche in Google Scholar

Kloss, H. 1929. Nebensprachen. Eine sprachpolitische Studie über die Beziehungen eng verwandter Sprachgemeinschaften. Wien, Leipzig: Braumüller.Suche in Google Scholar

Krippendorff, K. 2011. Computing Krippendorff’s alpha-reliability. University of Pennsylvania. Retrieved from http://repository.upenn.edu/asc_papers/43.Suche in Google Scholar

Kristol, A. M. 1990. “L’enseignement du français en Angleterre (XIIe-XVe siècles). Les sources manuscrites”. Romania 111(443–444). 289–330.10.3406/roma.1990.7146Suche in Google Scholar

Kürschner, S., C. Gooskens and R. V. Bezooijen. 2008. “Linguistic determinants of the intelligibility of Swedish words among Danes”. International Journal of Humanities and Arts Computing 2(1–2). 83–100.10.3366/E1753854809000329Suche in Google Scholar

Lado, R. 1957. Linguistics across cultures: Applied linguistics for language teachers. Ann Arbor: University of Michigan.Suche in Google Scholar

Lenz, P. and T. Studer. 2007. Lingualevel. Instrumente zur Evaluation von Fremdsprachenkompetenzen. Bern: Schulverlag.Suche in Google Scholar

Linacre, J. 1994. Many-facet Rasch measurement (2nd edn.). Chicago: MESA Press.Suche in Google Scholar

Lupyan, G. and R. Dale. 2010. “Language structure is partly determined by social structure”. PLoS ONE 5(1). e8559.10.1371/journal.pone.0008559Suche in Google Scholar

Lorenz, E., T. E. Toprak, and P. Siemund (2021) “English L3 acquisition in heritage contexts: Modelling a path through the bilingualism controversy”. Poznań Studies in Contemporary Linguistics 57(2). 273–298.10.1515/psicl-2021-0012Suche in Google Scholar

Masters, G. N. 1982. “A Rasch model for partial credit scoring”. Psychometrika 47. 149–174.10.1007/BF02296272Suche in Google Scholar

Nakagawa, S. and H. Schielzeth. 2013. “A general and simple method for obtaining R2 from generalized linear mixed-effects models”. Methods in Ecology and Evolution 4(2). 133–142.10.1111/j.2041-210x.2012.00261.xSuche in Google Scholar

Nunan, D. 1989. Designing tasks for the communicative classroom. Cambridge: University Press.Suche in Google Scholar

OECD (ed.). 2012. Programme for International Student Assessment 2012: Internationaler Schülerfragebogen PISA 2012. Retrieved from https://www.bifie.at/system/files/dl/pisa12_internationaler_nationaler_schuelerfragebogen.pdf.Suche in Google Scholar

OECD (ed.). 2014. PISA 2012 technical report. Retrieved from http://www.oecd.org/pisa/pisaproducts/pisa2012technicalreport.htmSuche in Google Scholar

Otwinowska, A. and J. M. Szewczyk. 2019. “The more similar the better? Factors in learning cognates, false cognates and non-cognate words”. International Journal of Bilingual Education and Bilingualism 22(8. 974–991.10.1080/13670050.2017.1325834Suche in Google Scholar

Peyer, E., M. Andexlinger, K. Kofler and P. Lenz. 2016. Projekt Fremdsprachenevaluation BKZ. Schlussbericht zu den Sprachkompetenztests. Kompetenzzentrum Mehrsprachigkeit. <https://folia.unifr.ch/unifr/documents/304950>Suche in Google Scholar

Proctor, C. P., D. August, C. Snow and C. D. Barr. 2010. “The interdependence continuum: A perspective on the nature of Spanish–English bilingual reading comprehension”. Bilingual Research Journal 33(1). 5–20.10.1080/15235881003733209Suche in Google Scholar

Puig-Mayenco, E., J. González Alonso and J. Rothman. 2020. “A systematic review of transfer studies in third language acquisition”. Second Language Research 36(1). 31–64.10.1177/0267658318809147Suche in Google Scholar

Ringbom, H. 1978. “On learning related and unrelated languages”. Moderna Språk 72. 21–25.Suche in Google Scholar

Rubin, D. B. 1987. Multiple imputation for nonresponse in surveys. New York: Wiley.10.1002/9780470316696Suche in Google Scholar

Sanders, M. and G. Meijers 1995. “English as L3 in the elementary school”. ITL Review of Applied Linguistics 107. 59–78.10.1075/itl.107-108.04sanSuche in Google Scholar

Safont Jordà, M. P. 2005. Third language learners: Pragmatic production and awareness. Clevedon; Buffalo: Multilingual Matters.10.21832/9781853598043Suche in Google Scholar

Saito, K., J.-M. Dewaele, M. Abe and Y. In’nami. 2018. “Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study”. Language Learning 68(3). 709–743.10.1111/lang.12297Suche in Google Scholar

Schepens, J. 2014. Bridging linguistic gaps: The effects of linguistic distance on the adult learnability of Dutch as an additional language. Utrecht: Utrecht University.Suche in Google Scholar

Schepens, J., F. Van der Slik and R. Van Hout. 2013. “Learning complex features: A morphological account of L2 learnability”. Language Dynamics and Change 3(2). 218–244.10.1163/22105832-13030203Suche in Google Scholar

Schepens, J. J., F. Van der Slik and R. Van Hout. 2016. “L1 and L2 distance effects in learning L3 Dutch”. Language Learning 66(1). 224–256.10.1111/lang.12150Suche in Google Scholar

Thorndike, E. L. and R. S. Woodworth. 1901. “The influence of improvement in one mental function upon the efficiency of other functions: III. Functions involving attention, observation and discrimination”. Psychological Review 8(6). 553–564.10.1037/h0071363Suche in Google Scholar

Van Buuren, S. and K. Groothuis-Oudshoorn. 2011. “mice: Multivariate Imputation by Chained Equations in R”. Journal of Statistical Software 45(3). 1–67.10.18637/jss.v045.i03Suche in Google Scholar

Van der Slik, F. W. P., R. W. N. M. van Hout, and J. J. Schepens. 2015. “The gender gap in second language acquisition: Gender differences in the acquisition of Dutch among immigrants from 88 countries with 49 mother tongues”. PLoS ONE 10(11).10.1371/journal.pone.0142056Suche in Google Scholar

Van der Slik, F., R. van Hout and J. Schepens. 2019. “The role of morphological complexity in predicting the learnability of an additional language: The case of La (additional language) Dutch”. Second Language Research 35(1). 47−70.10.1177/0267658317691322Suche in Google Scholar

Vanhove, J. and R. Berthele. 2015. “Item-related determinants of cognate guessing in multilinguals”. In: G. de Angelis, U. Jessner and M. Kresić (eds.), Crosslinguistic Influence and Crosslinguistic Interaction in Multilingual Language Learning. New York: Bloomsbury Academic. 95–118.Suche in Google Scholar

Wagner, W., A. Helmke and E. Rösner. 2009. Deutsch-Englisch-Schülerleistungen-International (DESI). Dokumentation der Erhebungsinstrumente für Schülerinnen und Schüler, Eltern und Lehrkräfte. Frankfurt am Main: Gesellschaft zur Förderung Pädagogischer Forschung / Deutsches Institut für Internationale Pädagogische Forschung. Retrieved from https://www.pedocs.de/volltexte/2010/3252/pdf/Mat-Bild_Bd25_1_D_A.pdfSuche in Google Scholar

Warm, T. 1989. “Weighted likelihood estimation of ability in item response theory”. Psychometrika 54. 427–450.10.1007/BF02294627Suche in Google Scholar

Westergaard, M., N. Mitrofanova, R. Mykhaylyk and Y. Rodina. 2017. “Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model”. International Journal of Bilingualism 21(6). 666–682.10.1177/1367006916648859Suche in Google Scholar

Wichmann, S., C. H. Brown and E. W. Holman (eds.). 2016. The ASJP Database. Jena: Max Planck Institute for the Science of Human History. Retrieved from http://asjp.clld.org/Suche in Google Scholar

Published Online: 2022-10-20
Published in Print: 2022-09-27

© 2022 Faculty of English, Adam Mickiewicz University, Poznań, Poland

Heruntergeladen am 15.12.2025 von https://www.degruyterbrill.com/document/doi/10.1515/psicl-2022-0020/html?lang=de
Button zum nach oben scrollen