Aufsätze

Dietmar Rösler

Sprachstandsnotgebiet A - Herausforderungen an die Fremdsprachenforschung

Abstract:

Have beginners been neglected in research into foreign language learning and teaching? This article provides a broad brush summary of the development of German research into foreign language learning and teaching and argues that, while there has been impressive progress in many areas, work specifically relating to the acquired linguistic level of learners at particular stages, especially CEFR A1 and A2, has not enjoyed the same attention as other topics. Three focus areas are discussed: a) how homogeneity and variety in the target language and culture are dealt with in beginners classes and textbooks, b) how, rather than as a feature of texts, the concept of authenticity should be focussed on in terms of learners' interaction with the real world and c) how technological development will create new forms of learner interaction in social media which will lead to the design of new learning environments and change traditional concepts such as the textbook and the classroom.

Seite 151-170, Heft 2/2013, Band 24

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Eva Wilden, Raphaela Porsch und Markus Ritter

Je früher desto besser? - Frühbeginnender Englischunterricht ab Klasse 1 oder 3 und seine Auswirkungen auf das Hör- und Leseverstehen. Ergebnisse aus dem Projekt Ganz In

Abstract:

This paper addresses the question whether primary school children starting to learn English as a foreign language (EFL) in year 1 achieve higher EFL competences at the end of primary education compared to children starting to learn EFL in year 3. To this end data on receptive EFL skills gained from more than 6,500 children at the end of their primary school education in North Rhine-Westphalia/Germany was analyzed in a comparative empirical study. Data was collected with standardized listening and reading tests as well as further instruments (e.g. self-concept scale) in 2010 and 2012. The findings show that those children who began learning EFL in year 1 demonstrate better receptive EFL competences than those children who began learning EFL in year 3. The self-concept, i.e. the learners’ perceptions of their EFL competences, is relatively high in both groups.

Seite 171-201, Heft 2/2013, Band 24

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Anke Schmitz und Helena Olfert

Minderheitensprachen im deutschen Schulwesen - Eine Analyse der Implementierung allochthoner und autochthoner Sprachen

Abstract:

Multilingual education is an essential matter of public concern for modern societies shaped by migration and it remains an important research issue. This article sheds light onto the implementation of autochthonous and allochthonous minority languages such as Danish, Romany, Russian, and Turkish into the German educational system. To observe how these languages are implemented the following aspects are analyzed: official legislation with respect to the consideration of these languages in the European Charter for Regional or Minority Languages, their status as a foreign language or a heritage language at school, the situation of teacher education at universities, and the professional development of adequate curricula and learning material. The findings do not only show severe differences between the categories autochthonous and allochthonous but also within them. Potential causes for these differences are discussed and consequences for official legislation as well as for the minority speakers themselves are figured out for a sustained language education at school.

Seite 203-227, Heft 2/2013, Band 24

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Bärbel Diehr, Christina Gieseler und Jan Philipp Kassel

Lesen mit portablen elektronischen Wörterbüchern - Ausgewählte Ergebnisse der MobiDic-Studie

Abstract:

At Wuppertal University researchers have been investigating the influence of portable electronic dictionaries (PED) on EFL learners' language competence and dictionary skills as well as on their motivation and attitude. The MobiDic-Study is a longitudinal study (2011-2014) including learners from one comprehensive school and two secondary modern schools (year 9 to year 10). This paper reports on selected findings from the pre- and post-reading comprehension tests, comparing the results obtained by PED-users to those of print dictionary (PD)-users. In a nutshell, the study shows that the availability of PEDs in lessons leads to a higher look-up rate and a slightly better performance among the PED-users than among the PD-users. Furthermore, detailed analysis of six individual cases and their dictionary consultations shows that low-performing students making strategic use of PEDs outperform PD-users, who are less successful in their use of print dictionaries.