Pub Date : 2019-09-12DOI: 10.21248/zaspil.62.2019.439
O. Weber, Josefin Lindgren, Natalia Gagarina
ZASPiL 62.2019 contains 10 articles.
ZASPiL 62.2019包含10篇文章。
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Pub Date : 2019-09-12DOI: 10.21248/zaspil.62.2019.446
Olga Vorobyeva
This paper focuses on morphological verb errors in elicited narratives of Russian-German primary school bilinguals. The data was collected from 37 children who were separated into four groups according to the age and language acquisition type (simultaneous and successive). The Multilingual Assessment Instrument for Narratives (MAIN) (Gagarina et al. 2012) was used for data collection. The narratives produced in mode telling after listening to a model story were analysed and morphological verb errors in Russian and German were classified. Therefore, the error classification of Gagarina (2008) for Russian monolingual children was expanded and for the classification of German errors an own classification was suggested. Errors in Russian typically produced by monolinguals and unique bilingual errors as well were documented. The results show that the language of the environment (German) increases with age. Older children make fewer errors than younger ones. Nevertheless, a strong heterogeneity between children within each group can be observed.
本文主要研究了俄德小学双语者引出叙事中形态动词的错误。数据来自37名儿童，他们根据年龄和语言习得类型(同步和连续)分为四组。使用叙事多语言评估工具(MAIN) (Gagarina et al. 2012)进行数据收集。分析了模式叙事听模式故事后产生的叙事，并对俄语和德语的形态动词错误进行了分类。因此，对Gagarina(2008)针对俄语单语儿童的错误分类进行了扩展，并对德语错误的分类提出了自己的分类。俄语中通常由单语者产生的错误和独特的双语错误也被记录下来。结果表明，环境语言(德语)随着年龄的增长而增加。大一点的孩子比小一点的少犯错误。然而，可以观察到每组儿童之间存在很强的异质性。
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Pub Date : 2019-09-12DOI: 10.21248/zaspil.62.2019.445
Natalie Sürmeli
This study explores the relation between the development of narrative skills at the macrostructural level and the productive lexical abilities (verbs) of German-Russian children. The narratives are elicited using the Multilingual Assessment Instrument for Narratives (MAIN) and the lexical abilities are assessed using different tests. Twenty-one preschoolers (mean age: 3;9), forty-four 1st graders (mean age: 6;11) and twenty-two 3rd graders (mean age: 9;3) were included in the study. Correlation analyses were performed between verb lexicon and the following macrostructural components: Story Structure, Structural Complexity and Internal State Terms. The analysis also targets cross-language effects. In addition, the production of verbs within the elicited narratives was taken into account. Some positive correlations were found; however, no clear pattern across age groups and languages was observed. It is suggested that cognitive abilities might be a more decisive factor than lexical abilities and/or that the verbs assessed via the vocabulary tests are more specific than the ones required to achieve high scores for macrostructure.
{"title":"Ist der Verbwortschatz entscheidend für die Makrostruktur? Eine Analyse anhand elizitierter Narrative deutsch-russisch bilingualer Vor- und Grundschulkinder","authors":"Natalie Sürmeli","doi":"10.21248/zaspil.62.2019.445","DOIUrl":"https://doi.org/10.21248/zaspil.62.2019.445","url":null,"abstract":"This study explores the relation between the development of narrative skills at the macrostructural level and the productive lexical abilities (verbs) of German-Russian children. The narratives are elicited using the Multilingual Assessment Instrument for Narratives (MAIN) and the lexical abilities are assessed using different tests. Twenty-one preschoolers (mean age: 3;9), forty-four 1st graders (mean age: 6;11) and twenty-two 3rd graders (mean age: 9;3) were included in the study. Correlation analyses were performed between verb lexicon and the following macrostructural components: Story Structure, Structural Complexity and Internal State Terms. The analysis also targets cross-language effects. In addition, the production of verbs within the elicited narratives was taken into account. Some positive correlations were found; however, no clear pattern across age groups and languages was observed. It is suggested that cognitive abilities might be a more decisive factor than lexical abilities and/or that the verbs assessed via the vocabulary tests are more specific than the ones required to achieve high scores for macrostructure. \u0000 ","PeriodicalId":232649,"journal":{"name":"ZAS Papers in Linguistics","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134499291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-12DOI: 10.21248/zaspil.62.2019.447
Oliver M. Weber
The aim of the present study was to test the influence of picture composition on the narrative complexity of preschool children, and to compare the different procedures of the Cat Story of Hickmann (2002) and the Fox Story of Gülzow & Gagarina (2007) with the Baby Birds and Baby Goats Story of MAIN, by Gagarina et al. (2012). For this purpose, 27 children between the ages of 5;01 and 6;09 were tested with both variants to check whether a macro-structurally controlled picture structure would lead to more complex stories. The results show that narratives with a Goal-Attempt-Outcome structure, i.e. the Baby Birds and Baby Goats Stories, make children with increasing age tell more complex stories by means of a rise in story complexity than the narratives of Hickmann and Gülzow & Gagarina without that structure.
{"title":"Einfluss des Bildaufbaus in Narrativen auf die Erzählkomplexität von Vorschulkindern – eine empirische Vergleichsstudie","authors":"Oliver M. Weber","doi":"10.21248/zaspil.62.2019.447","DOIUrl":"https://doi.org/10.21248/zaspil.62.2019.447","url":null,"abstract":"The aim of the present study was to test the influence of picture composition on the narrative complexity of preschool children, and to compare the different procedures of the Cat Story of Hickmann (2002) and the Fox Story of Gülzow & Gagarina (2007) with the Baby Birds and Baby Goats Story of MAIN, by Gagarina et al. (2012). For this purpose, 27 children between the ages of 5;01 and 6;09 were tested with both variants to check whether a macro-structurally controlled picture structure would lead to more complex stories. The results show that narratives with a Goal-Attempt-Outcome structure, i.e. the Baby Birds and Baby Goats Stories, make children with increasing age tell more complex stories by means of a rise in story complexity than the narratives of Hickmann and Gülzow & Gagarina without that structure. \u0000 ","PeriodicalId":232649,"journal":{"name":"ZAS Papers in Linguistics","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134058050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-12DOI: 10.21248/zaspil.62.2019.442
Irina Mikhaylina
This article investigates the influence of tense and aspect on the choice of verb forms in texts written by Russian-speaking learners of German. Through eight written narrations, each produced by advanced learners of German with L1-Russian and German native speakers, the use of verb forms and relevant linguistic means (perfect markers, temporal adverbs and temporal clauses) was compared and analysed. The study shows that even very advanced Russian-speaking learners of German could not meet target language preferences in German. They tended to deploy a different temporal perspective than German native speakers (simple past instead of present tense) and they also showed an overuse of the perfect tense, especially when describing completed actions. These differences compared to the preferences of German native speakers can be explained as transfer effects from the L1 of Russian-speaking learners since – unlike in German – the grammatical aspect in Russian is obligatory and its perfective form offers an effective tool to express completeness.
{"title":"Einfluss von Tempus und Aspekt auf die Wahl der Verbformen in schriftlichen Texten russischsprachiger Deutschlerner","authors":"Irina Mikhaylina","doi":"10.21248/zaspil.62.2019.442","DOIUrl":"https://doi.org/10.21248/zaspil.62.2019.442","url":null,"abstract":"This article investigates the influence of tense and aspect on the choice of verb forms in texts written by Russian-speaking learners of German. Through eight written narrations, each produced by advanced learners of German with L1-Russian and German native speakers, the use of verb forms and relevant linguistic means (perfect markers, temporal adverbs and temporal clauses) was compared and analysed. \u0000 \u0000The study shows that even very advanced Russian-speaking learners of German could not meet target language preferences in German. They tended to deploy a different temporal perspective than German native speakers (simple past instead of present tense) and they also showed an overuse of the perfect tense, especially when describing completed actions. These differences compared to the preferences of German native speakers can be explained as transfer effects from the L1 of Russian-speaking learners since – unlike in German – the grammatical aspect in Russian is obligatory and its perfective form offers an effective tool to express completeness. \u0000 \u0000 ","PeriodicalId":232649,"journal":{"name":"ZAS Papers in Linguistics","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133598021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-12DOI: 10.21248/zaspil.62.2019.441
Kristin Haake
In this paper, data from a current study on bilingual language acquisition and language promotion of children is presented. 96 narratives from 32 Turkish-German and Russian-German bilingual children were examined with regard to the acquisition of narrative ability in three rounds of tests. The macrostructure of each narrative was evaluated based on the theories of Westby (2005), Stein and Glenn (1977) and Gagarina et al. (2012). In the quantitative analysis, the factor age of onset (AoO) was considered and therefore, two hypotheses were introduced: 1) There is an influence of AoO on the narrative ability of L2 German bilingual children. And 2) The narrative ability will converge over time and after three years there will be no difference between the groups. Neither of those hypotheses could be confirmed by the examined narrative data. Hence, other influences on narrative ability were discussed in the last chapter and prospects for further research were given. In sum, the article shows that more narrative data of these children should be collected to make a comprehensive conclusion about the influence of AoO on narrative ability.
本文介绍了一项关于儿童双语语言习得和语言促进的研究数据。对32名土耳其-德语和俄罗斯-德语双语儿童的96篇叙事进行了三轮测试，考察了叙事能力的习得。根据Westby(2005)、Stein and Glenn(1977)和Gagarina et al.(2012)的理论，对每种叙事的宏观结构进行了评估。在定量分析中，考虑了起效年龄(AoO)因素，提出了两个假设:1)起效年龄对二语德语双语儿童的叙事能力有影响。2)随着时间的推移，叙事能力会逐渐趋同，三年后各组之间将没有差异。这两种假设都不能被审查的叙述数据所证实。因此，最后一章讨论了影响叙事能力的其他因素，并对进一步的研究进行了展望。综上所述，本文认为需要收集更多的这些儿童的叙事数据，才能对AoO对叙事能力的影响做出全面的结论。
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Pub Date : 2019-09-12DOI: 10.21248/zaspil.62.2019.449
Natalia Gagarina, U. Bohnacker, Josefin Lindgren
This study investigates macrostructure in elicited narratives of 69 monolingual German-, Russian- and Swedish-speaking adults. Using the LITMUS-MAIN (Multilingual Assessment Instrument for Narratives), and its Baby Goats and Baby Birds stories, story structure and story complexity, concerning episodic organization, were examined across the 3 languages. As theoretical underpinnings, a multidimensional model of macrostructure was used. This model includes analyses of story structure (SS), in which a narrative merits a maximum score of 17, based on the occurrence of five types of macrostructural components (Internal states as initiating event and as reaction, Goal, Attempt and Outcome), and of story complexity (SC), which measures combinations of Goals, Attempts and Outcomes within one episode. The highest attainable complexity is the GAO-sequence, when a Goal, Attempt and Outcome are produced within the same episode. The results for SS were similar for German, Russian and Swedish, where adults included 11-12 components per story. A more detailed analysis of the individual components revealed striking similarities across the 3 languages, both for frequently used and seldom occurring components. SC did not differ significantly across languages nor across stories, whilst for SS, a slight difference between the two stories was found. We interpret this finding as story complexity (a qualitative measure of macrostructure) being of a more universal nature. Furthermore, our results indicate that caution is warranted when conclusions about children’s narrative skills are to be drawn on the basis of the MAIN Baby Goats and Baby Birds stories.
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Pub Date : 2019-09-12DOI: 10.21248/zaspil.62.2019.444
Maria Antonietta Osso
A growing body of evidence shows a positive relation between the language skills of a child and the socio-economic status (SES) of his/her parents. These studies have mainly been conducted in an American English monolingual context. The current paper addresses the question of whether SES has a comparable impact on the simultaneous bilingual language acquisition. In this study, noun and verb test scores of German simultaneous bilingual children with Turkish and Russian as heritage languages are related to the SES of their parents – to verify the existence and the nature of a common pattern. The results do not show common patterns across the two heritage language groups, suggesting the existence of other confounding factors.
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Pub Date : 2019-01-01DOI: 10.21248/ZASPIL.56.2019.414
Natalʹja Vladimirovna Gagarina, D. Klop, Sari Kunnari, Koula Tantele, T. Välimaa, I. Balčiūnienė, U. Bohnacker, J. Walters
The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling. MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. The instrument has been developed on the basis of extensive piloting with more than 550 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations. Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Basque, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.
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Pub Date : 1900-01-01DOI: 10.21248/zaspil.62.2019.443
C. Wehmeier
The aim of this paper is to analyse the development of narrative macrostructure and the impact of socio-economic status (SES) and home literacy environment (HLE) on the narrative macrostructure of monolingual preschoolers in Germany when retelling and telling a story. The analysis of narrative macrostructure includes three components: story structure, story complexity, and story comprehension. Oral narratives were elicited via Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). 198 monolingual children between age 4;6 and 5;11 participated (M=63 months, SD=5 months). The comparison of narrative macrostructure in three age groups (4;6 to 4;11 years, 5;0 to 5;5 years, 5;6 to 5;11 years) illustrate significant age effects in story structure, story complexity and story comprehension skills. There were weak significant positive correlations of some of these skills with aspects of socio-economic status and home literacy environment, for example between story comprehension skills and the educational background, the frequency and duration of the child’s exposure to books and the number of books in the household.
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