The multilingual reader: advantages in understanding and decoding German sentence structure when reading German as an L3

Peyer, Elisabeth; Kaiser, Irmtraud; Berthelé, Raphael

doi:10.1080/14790711003599443

Cited by 32 publications

(14 citation statements)

References 17 publications

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“…The general lack of more robust results for prior language-learning experience seems surprising given the research that has found such experience to benefit L3 learning (e.g., Klein, 1995; Lado, 2008). However, recent findings suggest that the beneficial effects of prior language-learning experience may only emerge at certain stages of L3 learning (Dewaele, 2010; Peyer et al, 2010). Perhaps the current study was not able to capture a more detailed profile of the benefits of prior language-learning experience due to the stage at which our learners were tested, which was arguably early in the learning process.…”

Section: Discussionmentioning

confidence: 99%

Incidental Exposure and L3 Learning of Morphosyntax

Grey

Williams

Rebuschat

2014

Stud Second Lang Acquis

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Evidence of learning following incidental exposure has been found for aspects of nonnative syntax in adults (Rebuschat & Williams, 2006, 2012; Williams & Kuribara, 2008). However, little research has tested delayed effects of learning under an incidental condition or moved beyond word order. This study investigated learning of third language (L3) morphosyntax (word order and case marking) under an incidental exposure condition. Participants were second language Spanish learners exposed auditorily to a semiartificial language, Japlish, during a semantic plausibility judgment task. Performance following exposure to L3 Japlish was assessed with acceptability judgment and picture-matching tasks that were administered immediately after exposure and 2 weeks later. Results on immediate tests showed a significant learning effect on acceptability judgment but none for picture matching. At delayed testing, results showed maintenance of the learning effect on acceptability judgment and significantly improved performance on picture matching. Results additionally showed that many of the learners arrived at the correct Japlish word-order rule; fewer did so for case marking. Follow-up analyses indicated that this rule knowledge, as measured by debriefing information, was important for performance on both assessment tasks, particularly at delayed testing. The results suggest that learning of L3 structures can take place following incidental exposure, that such learning is durable and undergoes improvement, and that development of reportable rule knowledge may also play an important role.

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Section: Discussionmentioning

confidence: 99%

Incidental Exposure and L3 Learning of Morphosyntax

Grey

Williams

Rebuschat

2014

Stud Second Lang Acquis

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“…Researchers and educators have become increasingly engaged in considering bilingualism / multilingualism in second language education (e.g., Falk & Bardel, 2010;Peyer, Kaiser & Berthele, 2010); the present research joins and extends this growing dialogue. Students bring all their knowledge and skills -often mediated in multiple languages -to the classroom.…”

Section: Résumé De L'articlementioning

confidence: 81%

Teaching for Transfer: Insights from theory and practices in primary-level French-second-language classrooms

Thomas

Mady

2015

mje

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This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on several influential theoretical notions and data collected through interviews and classroom observations. All of these sources point to a multi-leveled approach to teaching for transfer that includes considerations of learning, teaching and contextual features. Study data suggest that CF teachers plan for transfer and use a range of strategies likely to promote its use with students. This paper connects theory, research and practice with the aim of strengthening dialogue among researchers and educators.

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“…The field and quasi-experiments with multilingual subjects discussed in Section 3 do without randomization of subjects and thus cut back on the intervention dimension as well, but they can still target quite selective data types, e.g. cognate recognition as investigated in Berthele and Lambelet (2009), or transfer of syntactic schemata from one language into the other as investigated by Peyer, Kaiser, and Berthele (2010). In other cases, less selective data types can be elicited, e.g.…”

Section: Focus On Experimental and Other Psychometric Methodsmentioning

confidence: 99%

“…As described in Peyer, Kaiser, and Berthele (2010), the goal here was to control for certain factors influencing reading in German as a foreign language and to shed light on the role grammatical aspects play in comprehension. The most controlled fashion of doing this would have been an experimental setting involving e.g.…”

Section: Example 1: Investigating the Role Of Grammar In Comprehensiomentioning

confidence: 99%

“…The main goal of the first project to be discussed here is the investigation of the role of grammar in understanding German as a foreign language (see Peyer, Kaiser, and Berthele 2010;Kaiser and Peyer 2011 for details). Although there is a considerable number of contrastive grammatical analyses of German and some other Western European languages, there has been only very little empirical work on their actual measurable influence on exolingual comprehension.…”

Section: Example 1: Investigating the Role Of Grammar In Comprehensiomentioning

confidence: 99%

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Multiple languages and multiple methods: Qualitative and quantitative ways of tapping into the multilingual repertoire

Berthelé¹,

Ender²,

Leemann³

et al. 2012

Methods in Contemporary Linguistics

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The multilingual reader: advantages in understanding and decoding German sentence structure when reading German as an L3

Cited by 32 publications

References 17 publications

Incidental Exposure and L3 Learning of Morphosyntax

Incidental Exposure and L3 Learning of Morphosyntax

Teaching for Transfer: Insights from theory and practices in primary-level French-second-language classrooms

Multiple languages and multiple methods: Qualitative and quantitative ways of tapping into the multilingual repertoire

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