Acquisition and expansion of noun groups by newly immigrated adolescent learners

新移民青少年学习者名词组的习得和扩展

• 批准号: 527339472
• 负责人: Professorin Dr. Jana Gamper
• 金额: --
• 依托单位: Deutsch als Fremd- und Zweitsprache
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/527339472?language=en
• 关键词: Acquisition; expansion; noun; groups; newly

The project is devoted to the question of how attribution is acquired as a means of nominal group elaboration by newly immigrated adolescents in preparatory classes. Nominal groups (NGr) are the focus of the project because they are representative for those structures in the context of school learning that are classified as complex or literate. Although the subject area for school-based learning and thus perspective, central to successful integration processes, there is a lack of basic research on the acquisition of complex structures as well as on more advanced learner varieties for the group of newly immigrated youth. Using a quasi-experimental elicitation procedure, the project, which is based on learner corpus linguistics, aims to determine whether the acquisition of attribution as such and of specific attribution types in particular follows a supraindividual and gradual course and is dependent on precursor competencies in the area of verbal language development. Given the high heterogeneity of learner-internal and learner-external variables in preparatory classes, a high inter- and intra-individual variance is expected in the form of different acquisition rates and trajectories. Elicited with the help of descriptions and reports (both oral and written) using a three-step procedure in which the degree of distance linguistic ability is successively increased. The data will be collected longitudinally (18 months; n=15). The learner corpus resulting from the survey will be made available in edited form (transcribed, annotated) for subsequent use. The project is based on the assumption that language development processes in L2 acquisition first develop along verbal categories (here mainly in the area of verb position) and then along nominal categories (here mainly NGr development). The basic findings to be generated in the project are to contribute to the systematic extension of existing acquisition models, which mainly comprise verbal categories. It is assumed that the NGr is a central indicator of complexity that can be used to systematically measure language levels in advanced learner varieties. The project thus enables the modeling of L2 acquisition beyond known basal grammatical structures and can systematically capture the intertwining of verbal and nominal expansion processes.

该项目致力于探讨如何将归因作为新移民青少年在预科班进行名义上的集体阐述的一种手段。名义群体(NGR)是该项目的重点，因为它们代表了学校学习背景下被归类为复杂或识字的那些结构。尽管校本学习的主题领域和视角对成功的融合进程至关重要，但缺乏关于获得复杂结构以及针对新移民青年群体的更高级学习者类型的基础研究。该项目以学习者语料库语言学为基础，采用准实验性启发式程序，旨在确定归因的习得，特别是特定归因类型的习得是否遵循一个超个体和渐进的过程，并依赖于言语语言发展领域的先驱能力。鉴于预科班学习者内部变量和学习者外部变量的高度异质性，预计个体间和个体内的差异将以不同的习得速度和轨迹的形式出现。在描述和报告(口头和书面)的帮助下，采用三步走的程序，逐步提高语言能力的距离。数据将纵向收集(18个月；n=15)。调查产生的学习者语料库将以编辑的形式(转录、注释)提供，供以后使用。该项目基于这样的假设，即二语习得中的语言发展过程首先沿着动词类别(这里主要是动词位置)发展，然后沿着名词性类别(这里主要是NGR发展)发展。该项目将产生的基本发现是有助于系统地扩展现有的习得模式，这些模式主要包括言语类别。Ngr被认为是复杂程度的中心指标，可以用来系统地测量高级学习者的语言水平。因此，该项目能够对已知的基本语法结构以外的二语习得进行建模，并能够系统地捕捉到动词和名词性扩展过程的相互交织。