Relevant Predictors for Multiple Language and Intercultural Learning. A Quasi-Experimental Study on Multilingual Orientation in French as a Foreign Language Instruction

多语言和跨文化学习的相关预测因素。

• 批准号: 290275946
• 负责人: Professorin Dr. Kerstin Göbel
• 金额: --
• 依托单位: Lehrstuhl für Unterrichtsforschung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2016
• 资助国家: 德国
• 起止时间: 2015-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/290275946?language=en
• 关键词: Relevant; Predictors; Multiple; Language; Intercultural

The planned project is an interdisciplinary one, thus it combines applied linguistics with educational theories on intercultural learning, developing a language transfer promoting and intercultural sensitizing training which aims at the identification of relevant predictors for language learning and intercultural learning in French instruction. The effectiveness of the training for language learning and intercultural sensitizing purposes will be analyzed, and the use of family languages of immigrants will receive special attention within the training. By ways of a quasi-experimental design, the relevant factors for language learning and intercultural learning are going to be analyzed. For this purpose an instructional training for 7th-grade students is going to be developed together with experts which will apply lexical language transfer to school languages as well as to heritage languages of immigrants, mainly Turkish, Russian and Polish. Furthermore, the training will address the acceptance and awareness of multilingualism. The training is implemented in the regular classroom as a low impact intervention, consisting of about 15 instructional units, each of which takes about 15 minutes of the instruction time. Considering empirical research and language learning theory as well as models on intercultural competence, relevant predictors for language learning as well as for intercultural learning are going to be controlled for and their impact on language and intercultural learning as well as possible interactions and correlations between these variables are going to be analyzed. The teaching material which will be developed in the course of the project is planned to be published for the general use in foreign language instruction.

计划中的项目是一个跨学科的项目，因此它将应用语言学与跨文化学习的教育理论相结合，开发了促进语言迁移和跨文化敏感化培训，旨在确定法语教学中语言学习和跨文化学习的相关预测因素。将分析语言学习和跨文化敏感目的培训的有效性，并将在培训中特别关注移民家庭语言的使用。通过准实验设计，对影响语言学习和跨文化学习的相关因素进行了分析。为此，将与专家一起为7年级学生开展教学培训，将词汇语言迁移应用于学校语言以及移民的传统语言，主要是土耳其语、俄语和波兰语。此外，培训将涉及对多种语文的接受和认识。培训是在常规课堂上进行的，作为低影响干预，由大约15个教学单元组成，每个教学单元大约需要15分钟的教学时间。考虑到实证研究和语言学习理论以及跨文化能力的模型，我们将控制语言学习和跨文化学习的相关预测因素，并分析它们对语言和跨文化学习的影响，以及这些变量之间可能存在的相互作用和相互关系。在该项目过程中开发的教材计划出版，供外语教学普遍使用。