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Angewandte Linguistik in Schule und Hochschule

Neue Wege für Sprachunterricht und Ausbildung

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Rolf Kreyer, Steffen Schaub and Barbara Ann Güldenring

Die Angewandte Linguistik liefert seit jeher wesentliche Beiträge zu einer wissenschaftlich fundierten Sprach- und Kommunikationslehre. Gleichzeitig wird sie selbst als wissenschaftliche Disziplin in der Hochschule gelehrt und rückt zunehmend wieder als potentieller Lerngegenstand der schulischen Bildung in den Blick. Aus diesem Spannungsfeld ergeben sich wichtige und interessante Fragen sowohl für einen modernen Fremdsprachenunterricht als auch für eine moderne Fremdsprachenlehrerausbildung. Der vorliegende Sammelband, hervorgegangen aus Vorträgen des Kongresses der Gesellschaft für Angewandte Linguistik (GAL) im September 2014 in Marburg, vereint Beiträge, die dieses Spannungsfeld in seiner ganzen Breite repräsentieren.
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Selbstreparaturen im zweitsprachlichen Erzählen: Anschlussmöglichkeiten für den Deutsch-als-Zweitsprache-Unterricht?

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Abstract

The article focuses on self-initiated self-repairs in the oral narratives of 20 primary school pupils in Berlin. These children are acquiring German as a second language (GSL) and are participating in GSL-language training in addition to their regular school lessons. Two main questions are examined: Which word-classes do the children repair (lexical, morpho-syntactic)? Do these self-repairs provide insight into individual areas of second language acquisition? The first part of the paper outlines the relationship between second language acquisition and language attention. Furthermore, it summarizes didactic aspects of GSL-language training, explains forms and contexts of self-repairs (also by referring to Levelt’s theory of monitoring) and describes empirical findings about self-repairs in GSL. 36 transcripts of oral narratives form the basis of the analysis, which is described in the second part of the article. The narratives were elicited at two points of time: 18 narratives at the end of the third grade (children aged 8;5–11;6) and 18 narratives ten months later in the fourth grade (children aged 9;2–12;3). The results of both elicitations show a repair-focus on articles. To get an idea what this means for individual learners the article-repairs of two boys (L1 Bosnian / L1 Turkish), who show an above average number of self-repairs in their narratives, are analyzed in detail. Both boys were born in Germany, but have only come into a broader contact with the German language later on (BJ3 while entering school, TJ1 while entering pre-school)...

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