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Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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Academic Paper


Title: Review of recent research (2002–2008) on applied linguistics and language teaching with specific reference to L2 German (part 1)
Author: Johannes Eckerth
Email: click here to access email
Institution: King's College London
Author: Karen Schramm
Institution: Universität Leipzig
Author: Erwin P Tschirner
Email: click here to access email
Homepage: http://www.uni-leipzig.de/herder
Institution: Universität Leipzig
Linguistic Field: Applied Linguistics
Abstract: Angesichts gegenwärtiger Entwicklungen innerhalb des Lehr- und Forschungsgebietes Deutsch als Fremdsprache (DaF)/German as a Foreign Language (GFL) als auch im Lichte politischer Entwicklungen, die weiterhin einen deutlichen Einfluss darauf ausüben, wie DaF verbreitet, gelehrt, gelernt und evaluiert wird, scheint eine kritische Bewertung von im Zeitraum 2002–2008 veröffentlichter DaF-Forschungsbeiträge zeitgemäβ und angebracht. Empirische Forschung zu Deutsch als Fremdsprache versteht sich nicht als isoliertes Forschungsfeld das primär oder gar ausschlieβlich mit seinen kulturell, strukturell und politisch bedingten Besonderheiten beschäftigt ist, sondern vielmehr als ein substantieller Beitrag zur internationalen Zweitsprachenerwerbsforschung, Fremdsprachenunterrichtsforschung und Angewandten Linguistik. Der erste Teil unseres Forschungsüberblicks behandelt den Erwerb grammatischer und pragmatischer Aspekte des Deutschen als Fremdsprache als auch individuelle Unterschiede und Präferenzen wie Alter, Motivation und Lernerstrategien. Im Mittelpunkt des zweiten Teils stehen Forschungsbeiträge die den Einfluss kontextueller Faktoren und methodisch-didaktischer Entscheidungen auf die Bedingungen, den Prozess und das Resultat fremdsprachlichen Lernens untersuchen. Überlegungen zu alternativen, widersprüchlichen oder gar unvereinbaren epistomologischen Grundannahmen sowie einen Ausblick auf die gegenwärtige wie zukünftige Sprachenpolitik beschlieβt den zweiten Teil unseres Forschungsüberblicks. This review of research on the learning, teaching, and assessment of L2 German published or completed between 2002 and 2008 may be particularly timely due to developments from within the profession as well as recent political changes which continue to have a strong bearing on the way L2 German is promoted, learned, taught and assessed. Far from representing an isolated field of research concerned only with the requirements and policies of its own subject matter, empirical research into L2 German now contributes greatly to the wider field of research in L2 acquisition, applied linguistics, and foreign language teaching. Part one of this article covers studies on the acquisition of grammatical and pragmatic aspects as well as individual differences and choices such as age, motivation, and learner strategies. Part two will cover research concerned with the impact of contextual factors and pedagogical choices on learning conditions, learning processes, and learning outcomes. A consideration of competing, conflicting, or even incommensurable epistemological frameworks as well as an outlook on current and future language policy will conclude part two.

CUP at LINGUIST

This article appears in Language Teaching Vol. 42, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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