Der Einfluss des schulischen Lateinunterrichts auf die Tempuswahl im Deutschen

Ralf Rummer

doi:10.1515/zfal-2015-0015

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Der Einfluss des schulischen Lateinunterrichts auf die Tempuswahl im Deutschen

Ralf Rummer

Published/Copyright: September 2, 2015

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From the journal Zeitschrift für Angewandte Linguistik Volume 2015 Issue 63

Abstract

In two cloze test studies, we investigated whether students who learned Latin performed in a more differentiated way on a German cloze test requiring the sequence of tenses (consecutio temporum) than students who learned a different language instead (French or Russian). Study 1 indicates that students who learned Latin for two or three years (as an L3), demonstrated better performance than those who learned a different second language during that time. Study 2 compared students who decided to learn Latin but received French or Russian lessons instead (due to organizational reasons) to a control group of students who decided to learn French or Russian (and received lessons in these subjects). Even though they were never instructed in Latin, students with a Latin preference demonstrated better performance than the control group. This finding suggests that the advantage for the Latin group observed in the first study was due to a selection effect rather than an effect of instruction in Latin.

Keywords: Learning Latin; sequence of tenses; transfer; language proficiency

Published Online: 2015-09-02

Published in Print: 2015-09-01

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Articles in the same Issue

https://doi.org/10.1515/zfal-2015-0015

Keywords for this article

Learning Latin; sequence of tenses; transfer; language proficiency