Acquisition and expansion of noun groups by newly immigrated adolescent learners

该项目致力于研究新移民青少年在预科班上如何获得归因作为名义群体阐述的手段。名义群体（NGr）是该项目的重点，因为他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。虽然以学校为基础的学习的主题领域和因此的观点对成功的整合过程至关重要，但缺乏对复杂结构的习得以及新移民青年群体更高级的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，采用准实验启发程序，旨在确定归因的习得，特别是特定归因类型的习得，是否遵循一个超个人的渐进过程，是否依赖于言语语言发展领域的前驱能力。鉴于预备班中学习者-内部和学习者-外部变量的高度异质性，个体间和个体内的高度差异预计会以不同的习得率和轨迹的形式出现。在描述和报告（口头和书面）的帮助下，采用三步程序，逐步提高距离语言能力的程度。数据将纵向收集（18个月；n=15）。从调查中得出的学习者语料库将以编辑形式（转录、注释）提供，以供后续使用。该项目基于二语习得中的语言发展过程首先沿着言语范畴（这里主要是动词位置领域）发展，然后沿着名义范畴（这里主要是NGr发展）发展的假设。该项目产生的基本发现将有助于系统地扩展现有的习得模型，这些模型主要包括口头类别。假设NGr是复杂性的中心指标，可以用来系统地衡量高级学习者的语言水平。因此，该项目使第二语言习得的建模超越了已知的基本语法结构，并可以系统地捕捉口头和名义扩展过程的相互交织。

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.