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Entwicklung der mündlichen und schriftlichen Kompetenzen in der Erst- Zweit- und Fremdsprache bei mehrsprachigen Kindern und Jugendlichen mit türkischem Hintergrund in Frankreich und Deutschland

在法国和德国培养具有土耳其背景的多语言儿童和青少年的第一语言、第二语言和外语的口语和书面技能

基本信息

批准号：
156985372
负责人：
Professor Dr. Christoph Schroeder
金额：
--
依托单位：
Institut für Germanistik
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2009
资助国家：
德国
起止时间：
2008-12-31 至 2012-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/156985372?language=en
关键词：
Entwicklung der ndlichen und schriftlichen

项目摘要

The project deals with language abilities of multilingual children and adolescents with migrant background in France and Germany, in particular, those with Turkish (and Kurdish) as home language(s). Recent studies of such children in European countries converge in the view that difficulties with the majority language play a major role in their problems at school. However, there are few comparative investigations of the development of pupils multilingual development in later childhood and adolescence. Nor are there studies of oral and written text production abilities and other literacy-related skills of these children, whose family background, culture, and language differ markedly from the bulk of the children in the mainstream school system. Even less attention has been given to the acquisition of the tertiary language English by immigrant minority children and adolescents.The broader purpose of the project is to examine the linguistic development in light of the psycho-linguistic and sociolinguistic factors in learning home languages, the languages of the country of residence (French and German) and the first foreign language (English) and to discover how and when competence in academic registers is achieved. The findings will facilitate not only language learning and teaching but also the integration of the children with migration background into the school and in their later working and social lives.The present proposal builds on our previous work on bilingual and monolingual children and adolescents in France, Germany and Turkey. Pupils aged 9 - 20 produce monologic oral and written texts in two genres, personal narrative and expository, in each of their languages, including their foreign language. We will also obtain samples of group conversation. We will examine linguistic features including lexical expression (lexical density, lexical diversity), syntactic complexity (syntactic and discursive packaging), as well as phonology in the oral texts and orthography in written texts, with the aim of investigating the pupils growing control of these features in academic and in-formal registers.

该项目涉及法国和德国具有移民背景的多语种儿童和青少年的语言能力，特别是以土耳其语（和库尔德语）为母语的儿童和青少年。最近在欧洲国家对这类儿童的研究一致认为，掌握多数语言的困难是他们在学校遇到问题的主要原因。然而，关于儿童后期和青少年多语发展的比较研究很少。这些孩子的家庭背景、文化和语言与主流学校系统中的大部分孩子明显不同，也没有关于口头和书面文本生成能力以及其他与读写能力相关的技能的研究。少数民族移民儿童和青少年对第三语言英语的习得关注就更少了。该项目的更广泛目的是根据学习母语、居住国语言（法语和德语）和第一外语（英语）的心理语言学和社会语言学因素来审查语言发展情况，并发现如何以及何时达到学术水平。研究结果不仅有助于语言学习和教学，而且有助于移民背景儿童融入学校以及以后的工作和社会生活。本建议以我们以前关于法国、德国和土耳其双语和单语儿童和青少年的工作为基础。9 - 20岁的学生用各自的语言（包括外语）制作两种类型的单一口头和书面文本，个人叙事和说明文。我们还将获得小组谈话的样本。我们将研究语言特征，包括词汇表达（词汇密度，词汇多样性），句法复杂性（句法和话语包装），以及口头文本的音韵学和书面文本的正字法，目的是调查学生在学术和非正式场合对这些特征的控制。