Quantifying fine-scale details of vowel spaces in German language learners

2018 ◽  
Vol 144 (3) ◽  
pp. 1869-1869
Author(s):  
Lauren Elliott ◽  
Benjamin N. Taft
Keyword(s):  
Language Learners ◽  
German Language ◽  
Fine Scale

Changes in the phonetics of German language learners over a semester

2019 ◽  
Vol 145 (3) ◽  
pp. 1826-1826
Author(s):  
Benjamin N. Taft ◽  
Lauren Elliott
Keyword(s):  
Language Learners ◽  
German Language

scholarly journals Non-Verbal Communication of German Language in a German Film: A Coffee in Berlin

2021 ◽  
Vol 37 (2) ◽  
pp. 53-67
Author(s):  
Farhana Farid ◽  
◽  
Roslina Mamat ◽  
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
German Language ◽  
German Film ◽  
Foreign Language Learners ◽  
Verbal Behaviour ◽  
Turn Taking ◽  
Qualitative Descriptive ◽  
Real Language

Non-verbal behaviour is very important in conversations, yet it is not given much attention. Foreign language learners who are not exposed to these pivotal non-verbal communications will find it difficult to recognise it during a conversation which consequently could lead to confusion. In addition, it will also affect the flow of the conversation especially among language learners that have less access to real language situations or native speakers. This article begins with analysing a German language conversation in a German film “A Coffee in Berlin” by Jan Ole Gerster, to detect the non-verbal turn-taking signals as well as to interpret the function and purpose of the signals based on the Stenstrom’s theory (1994) of turn-taking. This article uses Gesprächsanalytisches Transkriptionssystem 2 (discourse and conversation- analytic transcription 2) or also recognised as GAT 2 by Selting (2009) for the data transcription as it is highly adaptable in transcribing data of German language to detect the non-verbal turn-taking signals in the conversation. Qualitative descriptive is chosen as the method of this study as it is detailed, comprehensive and makes sense to the reader. Using the method and theories stated bring results of the non-verbal turn-taking signals such as gaze, gestures and facial expression which are used in German conversation when yielding, continuing and taking the floor of conversation. Keywords: Non-verbal behaviour, turn-taking, conversation analysis, German language, language learners.

scholarly journals Developmental Patterns in the Interlanguage Research

2016 ◽  
Vol 6 (2) ◽  
pp. 242
Author(s):  
Antonija Saric
Keyword(s):  
Language Learners ◽  
Frequency Analysis ◽  
Second Language Learners ◽  
Developmental Stages ◽  
Target Language ◽  
German Language ◽  
Grammatical Structure ◽  
Developmental Patterns ◽  
Syntactic Structures ◽  
Grammatical Structures

Interlanguage, defined as a dynamic language system created by the second language learners, can be studied by observing how the language of the learner develops over time. It is argued that interlanguage develops in a regular, predictable way. The regularity of interlanguage development can be confirmed by studying the order or the sequence of the acquisition of a certain structure. The former is studied by choosing one of the grammatical structures (i.e. plural-s), followed by collecting interlanguage samples to determine how often a certain structure is used and finally ranking the structure according to accuracy criteria. The latter deals with the detailed investigation of a certain feature (i.e. interrogatives) to show the sequence of stages through which a learner passes in his/her attempt to arrive at the target language. By studying syntactic structures, such as negatives and interrogatives, the regularities of the acquisition stages are most evident. The regularities have been found across many languages, in particular, English and German. To demonstrate that German language develops in a regular fashion, Processability Theory was proposed stating that L2 learners can produce only those L2 structures which they can process at any given point in time emphasizing thus the fact that developmental stages cannot be skipped. Furthermore, developmental patters can also be studied by applying obligatory occasion, target-like or frequency analysis. Both obligatory occasion and target-like analysis compare the learner's and the target language, whereas frequency analysis lists various linguistic devices used by the learner to express a certain grammatical structure and then shows the frequency of using a certain linguistic device.

Creation and Validation of German Oral Reading Fluency Passages With Immersion Language Learners

2020 ◽  
pp. 153450842097246 ◽  
Author(s):  
Kirsten W. Newell ◽  
Jessie Kember ◽  
Gesa Zinn
Keyword(s):  
At Risk ◽  
Psychometric Properties ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
German Language ◽  
Cut Scores ◽  
English Reading

This brief report summarizes the development and psychometric properties of German reading fluency passages as compared to English reading fluency passages for immersion language learners. Results indicated that scores from German language reading fluency passages alone were (a) somewhat less reliable than scores from English publisher-developed passages, (b) similarly valid measures of reading when compared to scores from English reading fluency passages, and (c) more accurate than publisher-provided English cut-scores, but not as accurate as locally developed English cut-scores in the identification of at-risk readers.

TEACHING METHODS OF FOREIGN LANGUAGE ADULT LEARNERS DISLIKE

2001 ◽  
Vol 7 (1-2) ◽  
pp. 47-52
Author(s):  
Brigita Bosnar-Valković
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Methods ◽  
Native Speakers ◽  
Tourism Industry ◽  
German Language ◽  
Home Study ◽  
Foreign Language Learners ◽  
Free Activity

Adults are demanding foreign language learners. My sample in the questionnaire consisted of 20 adult learners of German language in the hotel and tourism industry - false beginners and intermediate level learners. The questionnaire they were asked to fill in consisted of twelve questions asking the learners to admit to the teaching methods they dislike in learning German or would like to eliminate from the process in general. First of all they expect their learning to be an almost stress-free activity. In order to achieve that, as much as possible should be learnt in the classroom because they have difficulties reconciling home study with other duties. In the textbooks they need some instruction and equivalents in their native language to feel secure. Roleplays and listening to native speakers talking rapidly stresses them most. On the contrary, videotapes make them relaxed. Certainly there are some other things adult learners might dislike and it is very useful for the teacher to ask them about these things. The more you know about learners’ likes and dislikes, the more fulfilling and successful the process of acquiring foreign language skills will be.

scholarly journals PEDAGOGICAL IMPORTANCE OF MNEMOTECHNICS IN INCREASING THE VOCABULARY OF UZBEK LANGUAGE LEARNERS IN GERMAN LANGAUGE

2021 ◽  
pp. 34-44
Keyword(s):  
Language Learners ◽  
German Language ◽  
Learning Efficiency ◽  
The Subject ◽  
Memory Techniques

This article presents the views on the use of mnemonics in increasing the vocabulary of Uzbek learners in German language and the analysis of its effectiveness. The pedagogical significance of the use of mnemonics is analyzed. The main literature on the subject is studied. The effect of memory techniques on learning efficiency is described.

scholarly journals Language learning with Netflix: from extensive to intra-formal learning

2021 ◽  
Vol 29 (1) ◽  
pp. 81
Author(s):  
Antonie Alm
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Opportunities ◽  
German Language ◽  
Formal Learning ◽  
Learning Spaces ◽  
Personal Learning ◽  
Mainstream Media

<p>This article introduces the concept of intra-formal learning. Building on approaches to extended learning (in reading, listening and viewing) it suggests that instead of extending learning from formal into personal learning spaces, learners should be encouraged to draw on informal learning experiences to extend learning opportunities in formal settings. The concept is illustrated through extended viewing. With the emergence of Netflix as a global provider of international and multi-lingual TV, language learners have unprecedented access to second language video. Mainstream media has picked up on the opportunities of this resource for language learning, as have many informal language learners who share their experiences on social media. The pilot study presented in this article examines the viewing behaviour of 12 intermediate German language students who engaged in out-of-class viewing of self-selected German TV series over a period of three weeks. Drawing parallels between principles of extensive learning and emerging patterns from the data analysis of the participants’ reflective blog entries, the findings suggest that the principles of variety and frequency apply similarly to extensive and intra-formal learning, and that appropriate use of learning strategies develop through reflective viewing.</p>

Sign in / Sign up

Export Citation Format

Share Document