Konstantina Olioumtsevits, Despina Papadopoulou, T. Marinis
{"title":"Second language grammar learning in refugee children","authors":"Konstantina Olioumtsevits, Despina Papadopoulou, T. Marinis","doi":"10.1075/pl.21012.oli","DOIUrl":"https://doi.org/10.1075/pl.21012.oli","url":null,"abstract":"\u0000This exploratory study aims to investigate the effectiveness of group dictation in primary school children with a refugee background. More specifically, running dictation was employed in the teaching of two grammatical phenomena in L2 Greek, tense and gender agreement. Two studies were conducted to investigate each grammatical structure separately. Each study consisted of a pre-test that investigated the pupils’ performance on the grammatical structure, the teaching intervention via running dictation, and a post-test that explored its efficiency on pupils’ accuracy. All pupils that participated in the studies were enrolled in formal Greek education and their L1s were Arabic, Farsi or Kurdish. According to the results from both studies, the children’s post-intervention performance did not improve significantly. However, the pupils’ accuracy on some of the grammatical forms tested as well as their error patterns indicated that running dictation helped the pupils notice the target grammatical phenomena and thus become more aware of them. Moreover, some data showed that older pupils benefited more from the target-activity than younger ones. Therefore, the present study provides evidence that running dictation may have a positive qualitative rather than quantitative impact on learners’ grammatical development and is dependent on the pupils’ age.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124776049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The modal particle elicitation test","authors":"Laura Reimer","doi":"10.1075/pl.21018.rei","DOIUrl":"https://doi.org/10.1075/pl.21018.rei","url":null,"abstract":"\u0000 German modal particles (MPs) show semantic, pragmatic, and syntactic peculiarities which make them specifically\u0000 interesting for research on language processing. However, so far, there are no tests available that reliably elicit MPs in order\u0000 to study their production in different groups of speakers. This paper presents the Modal Particle Elicitation Test – MoPET. Based\u0000 on simple contexts and black and white drawings, it is the first test that elicits a wide range of MPs by incorporating the\u0000 semantic, pragmatic, and syntactic peculiarities of MPs. The goal of this paper is to evaluate whether the test reliably elicits\u0000 MPs in adult German L1 speakers, in order to use it for research on different speakers (e.g., patients and L1/L2 learners) in the\u0000 future. Results of a pilot study with 27 adult native speakers of German demonstrate that the test reliably elicits a wide range\u0000 of nineteen different MPs and a wide range of different sentence types that are strongly interconnected with the use of MPs.\u0000 Crucially, each of the twelve critical scenes of the test elicited at least one MP, and each participant produced at least one MP,\u0000 which also makes the test suitable for diagnostic purposes.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122552620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eliane Lorenz, Tugba Elif Toprak-Yildiz, Peter Siemund
{"title":"Why are they so similar?","authors":"Eliane Lorenz, Tugba Elif Toprak-Yildiz, Peter Siemund","doi":"10.1075/pl.21016.lor","DOIUrl":"https://doi.org/10.1075/pl.21016.lor","url":null,"abstract":"\u0000 This study investigates the relationship between (extra)linguistic variables and proficiency in a foreign\u0000 language. Based on 1,403 secondary school students in Germany (age 12/13 and 14/15), we assess whether proficiency in German, if\u0000 applicable also Russian or Turkish, cognitive ability, school type, gender, socio-economic status, self-concept, motivation, and\u0000 self-assessment function differently in predicting English language proficiency when monolingual German learners of English\u0000 (n = 849) are compared to their bilingual peers (Russian-German: n = 236; Turkish-German:\u0000 n = 318). Two comprehensive structural equation models capture the multitude of factors influencing foreign\u0000 language acquisition and contribute to the discussion on multilingual advantages or effects. The results reveal that most\u0000 variables are statistically significant, but the models function comparably across the three language groups with only minor\u0000 contrasts regarding effect sizes. We submit that the three language groups are more similar than different and that the heritage\u0000 languages Russian and Turkish add comparatively little to predicting English language proficiency.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130564007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching linguistics through language construction","authors":"Y. Köylü","doi":"10.1075/pl.21013.koy","DOIUrl":"https://doi.org/10.1075/pl.21013.koy","url":null,"abstract":"This article details how introductory linguistics courses can increase student engagement and learning through a project-based approach, whereby the students first study the subfields of linguistics with a view to complete the main project of the course, namely to construct a novel language. I provide information from a semester-long course with specific project-based activities teachers could utilize in their classes. I also thoroughly examine the constructed language projects based on 33 student submissions in an introductory linguistics course in the US. The analysis indicates a high level of engagement and creativity by the students in creating a distinct orthography, phonetic, morphological, and syntactic rules and semantic properties for their constructed languages. The results from a 20-item questionnaire and student exit interviews indicate that the project-based approach adopted in the completion of their constructed languages proved effective in (a) improving student motivation and engagement; (b) helping students apply the knowledge of the material to carry out linguistic analysis; (c) enhancing students’ language learning skills; (d) encouraging them to study additional foreign languages; and finally (e) promoting linguistic diversity. Hence, as an innovative and effective method still in its infancy, project-based learning should be more widely implemented in linguistics instruction.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129094342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Children’s text comprehension","authors":"J. Oakhill","doi":"10.1075/pl.21015.oak","DOIUrl":"https://doi.org/10.1075/pl.21015.oak","url":null,"abstract":"\u0000 This paper first considers what is meant by good reading comprehension and makes a distinction between the product\u0000 of reading comprehension and the processes that are required to attain that product. It goes on to consider how less-skilled\u0000 comprehenders can be identified and provides a summary of the research into how less-skilled and skilled comprehenders differ in\u0000 terms of the skills and processes that they apply during text comprehension. Finally, the implications of these research findings\u0000 for instruction are considered, and generalizable research-based recommendations for teaching reading comprehension strategies are\u0000 considered.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129136569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Björn Rothstein, Katharina Staubach, Saskia Ripp, Julia Waldeyer, Julian Roelle
{"title":"Is ‘more’ really more?","authors":"Björn Rothstein, Katharina Staubach, Saskia Ripp, Julia Waldeyer, Julian Roelle","doi":"10.1075/pl.21010.rot","DOIUrl":"https://doi.org/10.1075/pl.21010.rot","url":null,"abstract":"\u0000 Starting from general problems of teaching grammar in the subject of German language as well as from basic\u0000 assumptions of so-called ‘more-is-more’ didactics, we discuss demands to continue teaching grammar after the eighth grade (in\u0000 Germany, that is the eighth year of school). We then present a quasi-experimental study which was carried out in\u0000 grades 8 to 12 with the same participants for the purpose of finding out whether providing additional and repeated grammar\u0000 teaching in the subject of German language even after the eighth grade results in improved and explicit long-term German grammar\u0000 knowledge. At least at one measurement time point during the study, N = 821 students from six different schools\u0000 were participating. As a crucial result it turned out that additional and repeated grammar teaching resulted in an improvement in\u0000 explicit grammar knowledge both during individual grades and across grades. These study results support the demands of\u0000 ‘more-is-more’ didactics, they however require long-term assessment concerning a number of problems, which are discussed.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121121311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Concept-based instruction for applied L2 acquisition","authors":"Julien Zakhia Doueihi, Thomas François","doi":"10.1075/pl.21006.zak","DOIUrl":"https://doi.org/10.1075/pl.21006.zak","url":null,"abstract":"\u0000 This study’s objective is to present an overview of experimental applications of Concept-Based Instruction (CBI)\u0000 for Second Language Acquisition. CBI aims to describe complex grammatical notions in a thorough manner in order to facilitate\u0000 their acquisition. Even though CBI is still considered as a recent domain in language teaching, the growing body of research makes\u0000 it timely to present a systematic review, which is currently lacking. In the present paper, we will first describe the theoretical\u0000 background upon which CBI is grounded. Then, we will carry out an analysis of 29 CBI studies in which a classroom experiment was\u0000 performed, with the objective of considering the strengths and limits of this teaching method.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122176119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andreas Trotzke, Ermenegildo Bidese, Manuela Caterina Moroni
{"title":"German discourse particles in the second language classroom","authors":"Andreas Trotzke, Ermenegildo Bidese, Manuela Caterina Moroni","doi":"10.1075/pl.20008.tro","DOIUrl":"https://doi.org/10.1075/pl.20008.tro","url":null,"abstract":"\u0000 One of the main pedagogical objectives for language learners at high proficiency levels is to use ‘cohesive\u0000 devices’ when writing a text or conducting a conversation. Usually, curricula stress the importance of clause-internal cohesion\u0000 (by means such as connectives: and, but, when, because, etc.).\u0000 By contrast, we stress the importance of cohesion at the level of the dialogue and in this context focus on discourse (aka\u0000 ‘modal’) particles as a means to yield cohesion at that level. In this domain, German discourse particles represent a challenging\u0000 learning objective for second language learners of German. This paper explores some production patterns of German discourse\u0000 particles in L2 German by L1 Italian learners. We show that looking at those elements can provide new insights because these\u0000 elements allow us to tease apart problems within syntax as compared to the lexicon-pragmatics interface in second language\u0000 learning.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126814803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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