DaZ-Forschung [DaZ-For]

Das Zusammenfassen birgt für Lehr- und Lernkontexte ein enormes Potenzial: Es verhilft dabei, sich neues Wissen anzueignen und setzt zudem eine produktive Arbeit mit Wissenskontingenten voraus. Die schriftliche Zusammenfassung ist eine Momentaufnahme dieser Wissensbewältigung. Abhängig von den didaktischen Anforderungen, dem Primärtext sowie der Domäne erfolgt im Rahmen des Zusammenfassens eine spezifische Darstellung von Inhalten. Dies setzt voraus, dass Lernende über Fähigkeiten verfügen, um einen Sachtext den Anforderungen entsprechend zusammenfassen zu können.

Im Rahmen der Studie wird ZUSTRA - ein didaktisches Design für die Förderung des schriftlichen Zusammenfassens von Sachtexten – vorgestellt, dessen Wirksamkeit im Rahmen einer Interventionsstudie in mehrsprachigen Schulklassen der Sekundarstufe I erprobt wurde. Die Arbeit umfasst eine textverarbeitungstheoretisch fundierte Modellierung des schriftlichen Zusammenfassens von Sachtexten. Die didaktische Ausarbeitung für sprachlich heterogene Klassen orientiert sich an aktuellen Modellen und Methoden für das schriftliche Zusammenfassen. Im empirischen Teil werden ein Analysetool für die Ermittlung von spezifischen Strategien sowie die Ergebnisse der Studie dargestellt.

In this book, four multilingual adolescents who have experienced migration have their say. They discuss their language acquisition biographies, and their concepts of and views on language, language use, and language acquisition. Using qualitative analysis and conversation analysis methods, this volume reveals adolescents with hybrid linguistic identities – focusing on their linguistic biographies and their lay knowledge of language.

Second-language learners in German-speaking Switzerland are confronted with the everyday juxtaposition of dialects and standard Swiss language. This study examines how adult second-language users deal with dialect-standard variation, to which extent they integrate the two codes into their second-language knowledge, and which attitudes toward dialect and standard they develop from their specific acquisition situation.

As an elementary form of utterance, description is essential in both everyday speech acts and academic language contexts. This study looks at the acquisition of basic descriptive skills in the area of children’s writing in linguistically heterogenous primary school classes and how they can be promoted using performative methods founded in perception theory and language pedagogy.

Today, questions are being raised about German as a second language that were being discussed in the BRD in the 1970s. Scholars who were involved in projects back then are now taking stock biographically and address the consequences for the present day. New ground was broken in terms of theory, research methodology and language pedagogy; socio-linguistics and second language acquisition research established themselves as new disciplines.

Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific language aspects on acquisition of mathematical skills. This anthology combines current findings and theories from various disciplines such as (neuro-)psychology, linguistics, didactics and anthropology.

One crucial component of language acquisition is the proper formation of perspective, which arises in part through the deployment of verb tense and aspect; learning in this regard continues into adolescence. This book focuses on the acquisition of perspective. It investigates how the use of certain forms influences the structure of discourse in children and adolescents growing up monolingually and bilingually as Russian and/or German speakers.

If language education is an endeavor relevant to all fields of learning, then the question arises as to what contribution the subject of art can make. This volume discusses how selected current approaches to language education can be reconciled with existing art education guidelines. It is based on a two-year study of fifth graders (aged 10 to 12) with remedial language learning needs

The book presents a corpus analysis of experimental protocols written by students in 8^th grade biology classes. The main corpus consists of 332 protocols by students with German as their first or second language, and the ancillary corpus contains “ideal student protocols” written by the teachers. The data reveal that texts written students with German as their first language also reflect language-learner features.

Die Festschrift eröffnet einen Blick in das Themenspektrum des interdisziplinären Forschungsbereichs Deutsch als Zweitsprache. Neben konkreten Befunden zum Zweitspracherwerb, z.B. hinsichtlich der Modalpartikel, wird die konkrete Vermittlung im Unterricht fokussiert, v.a. das aktuell sehr relevante Thema des Sprachsensiblen Fachunterrichts. Ferner werden Fragen zu Integrationsprozessen und forschungsmethodologischen Aspekten diskutiert.

Mehrsprachige Individuen verfügen über vielfältige sprachliche Ressourcen. Dies manifestiert sich oft darin, dass die einzelnen Sprachen der multilingualen Person im Vergleich zur monolingualen Norm Spezifika aufweisen. Diese werden im Zweitspracherwerb u.a. als L2-Merkmale bezeichnet. Hier wird primär die deutsch-erstsprachliche auditive Wahrnehmung solcher DaZ-Merkmale untersucht: ihr Einfluss auf Verständlichkeit und Bewertung der Sprechenden.

Recent years have seen a growing emphasis on the importance of lexical, discursive, and textual language methods in scholastic knowledge transmission and acquisition of an “educational language register” [Register Bildungssprache]. Empirical descriptions and diagnostic methods are often the subject of academic and practice-related projects. This volume examines the “educational language register” and its broad implications for subject teaching.

This book takes a new approach to gender acquisition in German as a second language. It sees gender acquisition less as the ability to classify and more as the ability to recognize congruence. This shift in perspective enables new acquisition strategies for childhood L2 learners. These strategies model gender acquisition as a systematic sequence in a process of semantization and grammaticalization.

Readers of this edited volume are invited to reflect on the current relevance, thematic complexity, and inherently hybrid nature of multilingualism, as well as to consider linguistic change, both past and present. The collected essays take an interdisciplinary as well as historically grounded approach.

This book examines the linguistic socialization of Kurdish immigrant families in Austria. Kurdish immigrants arrive with knowledge of various national and minority languages, including dialects thereof, as well as languages they can read, but not speak, and vice versa. This book illuminatesliterary knowledge structures from the immigrants’ home countries as well as their linguistic integration in Austrian society.

One requirement for consistent language education in every field is a thorough engagement with the linguistic and technical demands placed on students by the curriculum. By way of example, this volume presents a videographic curriculum unit in the field of biology (specifically, on "Blood & Circulation"). A combination of linguistic and subject-related perspectives proves to be especially fruitful for the teaching process.

This edited volume provides an overview of theories, methods, and empirical research findings on how individuals process a second language in online contexts. It examines a range of issues, including lexical access, morphological syntactical processing, and the production and reception of discourse. In this way, the volume offers a comprehensive overview of the current state of research on language processing in German as a second language.

Due to its multiple forms and frequent deviations from the rules, plural formation in German is often a key stumbling block when learning German as a second language. This book explores the strategies used by grade school children with Turkish or Russian as their primary language to construct a German plural form and to interpret a word form as either singular or plural.

Da Fach- und Sprachlernen untrennbar sind, müssen Lehrende des Fachunterrichts an Schulen auch sprachliche Arbeit im Unterricht leisten. Sie tragen nicht nur für die fachliche Bildung der Lernenden die Verantwortung, sondern auch für die sprachliche Kompetenzentwicklung in Richtung Bildungssprachlichkeit. Die vorliegende Studie befasst sich aus diesem Grund mit den Vorstellungen von Biologielehrenden zum Fachunterricht, der Sprache des Faches und Sprachförderung. Zunächst werden die sprachlichen Anforderungen des Faches Biologie umrissen, ehe im empirischen Teil die Sichtweise und Argumentation der Lehrenden dargestellt wird. Dabei steht im Vordergrund, welche Maßnahmen durch die diese im Fachunterricht Biologie bereits getroffen werden, ohne dass sie dazu ausgebildet wurden, Sprachkompetenz zu fördern. Damit wird der Ist-Zustand im Fach Biologie exemplarisch dargestellt, um daran Ansatzpunkte für Aus- und Weiterbildung aufzuzeigen.

This volume examines the benefits of competency in one language (typically one’s mother tongue) in learning another language (typically a second language). The thesis that multilingualism is a resource for the dissemination of knowledge is elucidated empirically and in an applied perspective. A focus is placed on the issue of literacy, which includes, among other things, writing skills.

Current programs to help primary school students learn German as a second language have the overarching aim of strengthening school-related and education-related verbal abilities in both speech and writing. Based on a theoretical conceptualization of children's spoken language in school, the author describes and evaluates an empirical method to determine the efficacy of language support.

There is growing academic interest in the policy-relevant theme of integrating language learning in subject teaching, but only fragmentary models have been developed until now for particular subjects of instruction and school grades. This volume examines language learning from the combined perspectives of language didactics and linguistics, reflecting the actual complexity of school learning situations in the context of multilingualism.

Knowledge derived from linguistics and language acquisition research is still only sporadically translated to programs for teaching German as a second language. The papers in this collection attempt to bridge the gap between linguistic and educational research about German as a second language and to apply the findings of theoretical and empirical research to develop concrete suggestions for the design of language programs.

The author presents a longitudinal study on verb placement in children who spontaneously learned German as a second language. It compares the position of the verb in main and subordinate clauses in two half-sisters whose mother tongue is Russian, and who came to Germany at the ages 8 and 14, respectively. The study shows that children and adolescents differ substantially in how rapidly they can achieve stable mastery in the target language.

There has been relatively little previous research on the written language skills of older children with German as their second language. This study uses the theoretical perspective of written language development research to explore the question of whether the syntactic written language skills of monolingual high school and college students differ consistently from those of multilingual students.

This compendium of papers on second language acquisition in adolescence is based on a workshop led by the editors that was held at the 2011 conference of the DGFF (German Society for Foreign Language Research). The papers cover a wide range of subjects, including age as a learning factor and assisted second-language acquisition. The volume also provides an overview of the state of international research in this field.

The author examines the ways in which specialized language development teachers assess the linguistic skills of preschool children for whom German is a second language. In a longitudinal study, she also investigates how accurately language development teachers are able to judge these skills. These multi-methodological studies contribute to the field of bilingual language education and language acquisition research.

The book presents a qualitative intervention study that investigates the hypothetically inferable effects of a specific form-related approach to language teaching on the language learning processes of pupils in class 4 of a Berlin primary school who are learning German as a second language. Working from a theoretical perspective, current positions taken by research on language teaching and learning and on second language acquisition for the subject of German as a second language are specified and then brought into sharper focus with reference to school-relevant concepts. The research subject is focused on local prepositional phrases in the context of oral accounts and interactions. The transcriptions serve as basis for investigating the following questions: Does a cognitively stimulating, form-related form of language teaching affect the children's language production? After the teaching sequence has been carried out, can other signs of language awareness be identified as compared to before the sequence? Are changes apparent with regard to declination, syntax, semantics or in the area of discourse? Which learning-specific and didactic insights can be derived from the study?

Research on German as a second language and multilingualism embraces a wide range of themes and issues that are investigated by various disciplines. Choices of research methodology here depend on research questions and theoretical framework conditions. In keeping with the diversity of issues and approaches, research on second language acquisition can employ a broad spectrum of methodological procedures. This volume addresses highly diverse empirical methods, the advantages and limitations of which are described by the authors with reference to concrete research projects. In this way the volume aims to provide insights into research on second language acquisitions in a multilingual society and to offer suggestions for further research projects.