No. 26
Methodologische Herausforderungen der empirischen Fremdsprachenerwerbsforschung am Beispiel des Kasuserwerbs: Die "Elicited Imitation Task"

One of the major challenges in empirical second language acquisition research is the collection of sufficient as well as the right language production data. This article presents and discusses the methodological challenges encountered in research that deals with the acquisition of German case marking by foreign language learners. With regard to German case marking, the right data entail functional uses of the cases, i.e. case use with arguments that do not take their canonical position. Previous studies experienced that it is difficult to elicit functional case use in oral language production (e.g., object topicalisation). To remedy the lack of the right data the present article proposes to apply the so-called Elicited Imitation Task.2

Seite 161-181, Heft 2/2015, Band 26
Vergleichsarbeiten im Fach Englisch - Einschätzungen von hessischen Lehrkräften

After nearly a decade of nationwide Vergleichsarbeiten (VERA ‒ comparative standard- based assessment) in Germany, researchers and teachers alike are still struggling with the task of implementing educational standards and system-monitoring in schools. The VERA-test is psychometrically validated and aims at measuring competencies in an objective and reliable manner. Its purpose is to promote school development by providing feedback on students’ performance in competency domains as well as a comparison with state-wide test results. The paper reviews the ongoing discussion in educational standards and the potentials and constraints of VERA with regard to foreign language learning. It then provides the views of approximately 700 English language teachers in the federal state of Hessen, who administered the test to their 8th grade students and completed an online questionnaire afterwards. While the teachers provided positive feedback on the material, the majority neither considered the test results useful in improving classroom learning nor the potential impact on school development.

Seite 183-208, Heft 2/2015, Band 26
Textlinguistische Ansätze im Gemeinsamen europäischen Referenzrahmen für Sprachen (GeR). Bestandsaufnahme und Vorschläge zur Verbesserung

This article presents the results of a study on the Common European Framework of Reference for Languages (CEFR), aiming at the identification of text linguistic concepts that can be applied to foreign language teaching. The learning areas "Creative writing", "Thematic development" and "Coherence and Cohesion" are presented, analysed and evaluated. Specific text types are proposed for the improvement of the illustrative scale "Creative writing". New illustrative scales of high practical value, based on the text linguistic theory, are proposed for the learning areas "Thematic development" and "Coherence and cohesion".

Seite 209-232, Heft 2/2015, Band 26
Zur interkulturellen Kompetenz Deutsch und Englisch lernender Schülerinnen und Schüler in Kroatien. Eine empirische Untersuchung

This paper presents the results of a survey conducted among Croatian elementary school students learning English and German as a foreign language to investigate the level of their intercultural knowledge and attitudes. The initial hypothesis was that despite its importance the concept of interculturalism has not yet been sufficiently developed in Croatia due to the coexistence of people of different nationalities. The analysis of the results focuses on the attitudes of the students towards nations whose language they are (not) learning. The target group consisted of younger teenagers who had been lerning English or German as a first foreign language for 7 years.

Seite 233-254, Heft 2/2015, Band 26
Fachpraktika im Master of Education Französisch aus der Perspektive der Studierenden: Ein Beitrag zur Entwicklung reflexiver Handlungskompetenz?

Student teaching practice and reflection are being deemed increasingly important for initial teacher training. Yet, results of empirical research might call their efficacy into question. There are only few studies dealing with the question of how university classes and teaching practice are linked and how students' reflections can actively be guided. In this article, I first propose a definition of students' reflective competence as the ability to integrate teaching experience with the theoretical knowledge acquired in university classes. Subsequently, I will provide a description of the practicum module for future teachers of French and then present students' perceptions (n=19) of the theoretical parts in terms of usefulness concerning reflective competence. Findings show the differences and similarities in the students' views and the university teacher's/ researcher's expectations concerning e.g., doing micro-teaching or using the EPOSA portfolio. Overall, this project contributes to the systematic clarification of how reflective competence is developed with the proposed learning material and tasks.

Seite 255-285, Heft 2/2015, Band 26