Path encoding in German as a foreign language: Difficulties encountered by L1 Spanish learners

Abstract

This article examines the difficulties in the encoding of path in German by 15 L1 Spanish learners with different levels of proficiency. The participants were asked to describe a set of video clips depicting different types of path of motion. The data analysis shows that the observed difficulties are not only related to the typological differences between German and Spanish but also to the complexity of the encoding of path in German. Based on the observed difficulties, this article also presents the first results relating to a didactic approach which should allow L1 Spanish learners of German to more easily acquire the linguistic means to encode path.

Path Under Construction: Challenges Beyond S-Framed Motion Event Construal in L2 German

“…Hypothesis 4 relates to our central claim that advanced users of L2 German will still struggle with the "smaller" linguistic path encoding devices, particularly with the formal and functional distinction between prepositions, particles, locative and directional adverbs, although these are frequent in German. The hypothesis is confirmed: Sections Challenge 3, Challenge 4 and Challenge 5 show that even advanced L2 users do not systematically distinguish between prepositions and verb particles, prepositions and adverbs, particles and adverbs, locative and directional adverbs (in line with findings by Liste Lamas, 2015aLamas, , 2016bScheirs, 2015). It is apparently not sufficiently clear to the L2 users what exactly counts as a preposition in German (Section Challenge 3-Prepositional Phrase: Semantics and Context of Use), what exactly verb particles, locative and directional adverbs are and how they are used.…”

“…Error patterns and learners' questions may give insight into current learner hypotheses and possible next steps. Liste Lamas (2016b) shows that teaching combinatorial patterns of PPs and directional adverbs, specifically when learners are aware of current competence gaps, may trigger acquisitional processes, even if temporarily, overgeneralizations may occur.…”