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Die Rolle des L2-Inputs in bilingualen Kindergärten

Series:

Martina Weitz

Wie kann Inputqualität in bilingualen Kindergärten erfasst werden? Welchen Einfluss hat die Qualität des Inputs in der Fremdsprache auf den frühen Zweitsprachenerwerb? Diesen Fragen geht die Autorin in ihrem Buch nach und entwickelt einen systematischen Beobachtungsbogen, der es ermöglichen soll, die Inputqualität von fremdsprachigen Fachkräften in bilingualen Kindergärten zu ermitteln. Weiterhin werden Aspekte identifiziert, die sich auf struktureller Ebene auf die Qualität und Quantität des L2-Inputs auswirken können. Um zu überprüfen, welchen Einfluss die Beschaffenheit des sprachlichen Umfeldes auf die L2-Entwicklung der Kinder hat, wird die rezeptive grammatische und lexikalische L2-Entwicklung von über 150 Kindern ausgewertet und mit den Inputdaten in Beziehung gesetzt.
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Preface

Preface

Extract

Language Learning is a field which bridges the gap between the research conducted within Psycholinguistics and the applied research within Foreign Language Didactics. For a long time, these two fields were regarded as separate disciplines, and the emphasis lay on their differences. However, just as there has been a gradual convergence between the concepts of language acquisition and language learning, over the past few years Psycholinguistics and Foreign Language Didactics have also been moving closer together. While Psycholinguistics is taking a growing interest in the classroom context in which language learning takes place, Foreign Language Didactics have fully embraced empirical research which sheds light on the linguistic phenomena found in the interactions within the classroom.

The series Inquiries in Language Learning (Forschungen zu Psycholinguistik und Fremdsprachendidaktik) aims to reflect this development. Since the areas of intersection between these two research fields have a high level of interdisciplinarity, the contributions to this series are relevant in many different ways for educators and researchers who are concerned with language learning. On the one hand, good foreign language or second language teaching requires teachers whose methodological and pedagogical decisions are based on a sound knowledge of language acquisition theory. Furthermore, foreign language textbooks should have a solid empirical foundation. On the other hand, the interpretation of linguistic data requires familiarity with the types of classroom activities and rituals that shape the various learning processes. After all, psycholinguistic research design must attend to the technicalities of classroom teaching and learning in order...

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