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New Perspectives on Teachability: The Acquisition of German (S)OV Word Order in Classroom Contexts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	New Perspectives on Teachability: The Acquisition of German (S)OV Word Order in Classroom Contexts./
作者:	Winkler, Steffi.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	454 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28946752
ISBN:	9798496565981

New Perspectives on Teachability: The Acquisition of German (S)OV Word Order in Classroom Contexts.
Winkler, Steffi.

New Perspectives on Teachability: The Acquisition of German (S)OV Word Order in Classroom Contexts. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 454 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ph.D.)--Westfaelische Wilhelms-Universitaet Muenster (Germany), 2021.

This item must not be sold to any third party vendors.

The present work deals with the acquisition of the German (S)OV word order in the controlled L2 acquisition of German. Based on the observation that the progression in the area of word order and sentence structure patterns in the controlled acquisition runs counter to that in the uncontrolled acquisition, an alternative order of introduction for the sentence structure patterns of German was designed. The effectiveness of the alternative order of introduction was tested in a 60-hour intervention study with Italian native speakers (Italian = VO language), compared to the traditional order of introduction. The results of several tests show that the traditional introductory sequence initially leads to incorrect assumptions about the underlying word order in German among learners, the revision of which is subsequently time-consuming and only partially successful. The alternative order of introduction, on the other hand, enabled an efficient acquisition of the German word order properties that was largely in conformity with the target language from the start.

ISBN: 9798496565981Subjects--Topical Terms:

517098
Teaching.

New Perspectives on Teachability: The Acquisition of German (S)OV Word Order in Classroom Contexts.
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245 1 0 $a New Perspectives on Teachability: The Acquisition of German (S)OV Word Order in Classroom Contexts.
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500 $a Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
500 $a Advisor: Dimroth, Christine.
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506 $a This item must not be sold to any third party vendors.
520 $a The present work deals with the acquisition of the German (S)OV word order in the controlled L2 acquisition of German. Based on the observation that the progression in the area of word order and sentence structure patterns in the controlled acquisition runs counter to that in the uncontrolled acquisition, an alternative order of introduction for the sentence structure patterns of German was designed. The effectiveness of the alternative order of introduction was tested in a 60-hour intervention study with Italian native speakers (Italian = VO language), compared to the traditional order of introduction. The results of several tests show that the traditional introductory sequence initially leads to incorrect assumptions about the underlying word order in German among learners, the revision of which is subsequently time-consuming and only partially successful. The alternative order of introduction, on the other hand, enabled an efficient acquisition of the German word order properties that was largely in conformity with the target language from the start.
520 $a Die vorliegende Arbeit beschaftigt sich mit dem Erwerb der deutschen (S)OV-Wortstellung im gesteuerten L2-Erwerb des Deutschen. Basierend auf der Beobachtung, dass die Progression im Bereich der Wortstellungs- und Satzbaumuster im gesteuerten Erwerb der im ungesteuerten Erwerb zuwiderlauft, wurde eine alternative Einfuhrungsreihenfolge fur die Satzbaumuster des Deutschen entworfen. Die Effektivitat der alternativen Einfuhrungsreihenfolge wurde in einer 60-stundigen Interventionsstudie mit italienischen Muttersprachlern (Italienisch = VO-Sprache) getestet, wobei sie der traditionellen Einfuhrungsreihenfolge gegenubergestellt wurde. Die Ergebnisse mehrerer Tests zeigen, dass die traditionelle Einfuhrungsreihenfolge zu anfanglich falschen Annahmen uber die zugrundeliegende Wortstellung des Deutschen bei den Lernenden fuhrt, deren Revision in der Folge zeitaufwendig und nur bedingt erfolgreich ist. Die alternative Einfuhrungsreihenfolge hingegen ermoglichte einen effizienten und von Beginn an weitgehend zielsprachenkonformen Erwerb der deutschen Wortstellungseigenschaften.
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