Psykolingvistik

Im 19. und frühen 20. Jahrhundert wanderten zahlreiche Personen aus Europa nach Lateinamerika aus. So ließen sich auch viele Menschen aus dem deutschsprachigen Gebiet und aus Ländern mit anderen germanischen Sprachen, etwa aus den Niederlanden oder aus Skandinavien, dort nieder. In Teilen haben sich Sprachgemeinschaften bis heute erhalten können. Der vorliegende Band widmet sich solchen Gemeinschaften, die heute Sprachminderheiten darstellen. In zwölf Beiträgen werden hoch- und niederdeutsche Sprachgemeinschaften sowie die dänische Sprachgemeinschaft in Argentinien in den Blick genommen. Dabei werden auch methodische Fortschritte ¿ z.B. durch den Aufbau von Korpora ¿ und neue Forschungsansätze durch Einbindung mehrsprachiger, didaktischer oder ökonomischer Perspektiven aufgezeigt.

The Routledge Handbook of Language Policy and Planning is a comprehensive and authoritative survey, including original contributions from leading senior scholars and rising stars to provide a basis for future research in language policy and planning in international, national, regional and local contexts.

"Written by a team of leading scholars, this Handbook introduces the study of third language acquisition and processing from a broad range of perspectives. Comprehensive yet accessible, it is essential reading for scholars and advanced students of bi- and multilingualism, language teaching and learning, language processing and language contact"--

"For the first time, this book provides a usage-based model for describing the grammar of languages, by applying Systemic Functional Linguistics (SFL) comparatively to English, Spanish and Chinese. Advancing SFL theory, it is essential reading for researchers and students of grammar within usage-based frameworks"--

Este libro se ocupa de los factores individuales en el aprendizaje de segundas lenguas, en concreto, incluye los factores de la edad, la aptitud, la inteligencia, la motivación, la personalidad, los estilos de aprendizaje y cognitivos y las estrategias de aprendizaje. Posee un carácter didáctico; cada tema está escrito en un lenguaje sencillo, con tablas explicativas de los aspectos que necesitan ejemplificación; cuenta con un resumen de los aspectos más relevantes al final de cada capítulo e incluye actividades sobre el tema tratado. Puede ser utilizado en el aula como manual de clase, de manera individual, para el aprendizaje autónomo o como obra de consulta. Para ello, cada tema cuenta con su bibliografía por separado, con la intención de facilitar su lectura y agilizar su consulta.

Der erste Teil dieser Sprachgeschichte hat den Sprachstrukturwandel im mecklenburgischen Varietätengefüge nachgezeichnet. Der zweite Teil beleuchtet ergänzend, was 90 Zeitzeuginnen und Zeitzeugen über den Wandel in ihrem Sprachgebrauch und ihren Spracheinstellungen berichten und welche Veränderungen sie in ihrem gesellschaftlichen und sprachlichen Umfeld beobachtet haben. Der Fokus dieser oral language history liegt dabei wieder auf dem Gefüge von konkurrierenden Kontaktvarietäten, die nach dem Zweiten Weltkrieg in Mecklenburg aufeinandertrafen: auf dem Niederdeutschen, den Herkunftsvarietäten der immigrierten Vertriebenen und dem (regionalen) Hochdeutschen. Rekonstruiert werden jeweils Entwicklungen im Spracherwerb, in der Sprachkompetenz, der Sprachpragmatik und der Sprachwahrnehmung.

The Polish language was brought to Brazil by Polish-speaking peasants who came to the New World in the late 19th and early 20th century. Since then, the language has been developing in relative isolation from the European Polish context.In this monograph, the author focuses on a dialect of Polish still spoken in a remote community in the south of Brazil. The dialect¿s origins, history, and present character are investigated to portray the language as a result of a multilingual process with a specific starting point. On the basis of the original data recorded in the community, the author establishes a viable baseline for future in-depth studies of linguistic phenomena. She pays special attention to the distinct identity of the speakers, which mirrors the dialect¿s distinct character.

This Element aims to address the complexity of metalinguistic awareness to achieve a thorough account of its impacts on second language (L2) reading development and promote an in-depth understanding of the factors regulating the influence of first language (L1) metalinguistic awareness on L2 reading. It is guided by four questions: 1) To what extent do L1 phonological, orthographic, and morphological awareness correlate with L2 phonological, orthographic, and morphological awareness in L2 readers? 2) To what extent do phonological, orthographic, and morphological awareness correlate with word decoding intralingually in L2 readers? 3) To what extent do L1 phonological, orthographic, and morphological awareness correlate with L2 word decoding in L2 readers? 4) To what extent do the relations in questions 1¿3 vary as a function of linguistic-, learner-, measurement-, and instruction-related factors? This Element is the first to systematically investigate the roles of distinct facets of metalinguistic awareness in L2 reading.

Wie lernen aus Syrien zugewanderte Grundschüler*innen synchron die deutsche Laut- und Schriftsprache? Wie meistern sie diese doppelte Lernherausforderung? Basierend auf bestehenden Ansätzen zum Schrift- und Zweitspracherwerb wird ein Förderkonzept entwickelt, das graphematisch orientierte Schemata nutzt. Damit sollen die Lernenden neue phonologische Kategorien erwerben und eine Regelmäßigkeit im Aufbau der deutschen Wortstruktur erkennen. Ihr individueller Umgang mit dem Lernmaterial wurde über einen Zeitraum von zwei Monaten videographiert und qualitativ mittels Inhalts- und Detailanalyse fallspezifisch ausgewertet. Die Schüler*innen zeigen individuell unterschiedliche Lernerfolge, die von einem Phonem- bzw. Silbenverständnis bis zur Sprachbewusstheit in der Zweitsprache Deutsch reichen.Dieses Werk enthält zusätzliche Informationen als Anhang. Sie können von unserer Website heruntergeladen werden: https://www.peterlang.com/app/uploads/2024/05/Anhang_Schmidt.pdf

Creative metaphor has been of central interest to the cognitive linguistic research community in recent years. However, little is known about what propels people to use metaphor in a creative way. In this Element, the authors identify and explore some of the clues that synaesthesia may provide to help us better understand the factors that drive creativity, with a particular focus on creative metaphor. They identify the factors that seem to trigger the production of creative metaphor in synaesthetes, and explore what this can tell us about creativity in the population more generally. Their findings provide insights into the nature of creativity as it relates to metaphor, emotion and embodied experience. This title is also available as Open Access on Cambridge Core.

This book presents cutting-edge research on the production and perception of speech rhythm by speakers of English in countries where it is used as a foreign language or an institutionalised second language (also sometimes known as the Expanding and Outer Circles). It contributes to a better understanding of speech rhythm, which has long been recognised as an important supra-segmental category of speech, focusing on its relevance in World Englishes, Second Language Acquisition and learner varieties of English, as well as the sociolinguistic and perceptual significance of this phonological variable.

This groundbreaking text provides practical methods for teaching and discussing topics that are considered "taboo" in the classroom to support students' lived experiences. With contributions from K-12 teachers and scholars, chapters focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, and gender identity.

This groundbreaking text provides practical methods for teaching and discussing topics that are considered ¿taboö in the classroom to support students¿ lived experiences. With contributions from K-12 teachers and scholars, chapters focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, and gender identity.

This collection offers a cross-disciplinary exploration of the ways in which multilingual practices were embedded in early modern European literary culture, opening up a dynamic dialogue between contemporary multilingual practices and scholarly work on early modern history and literature.

Bringing together the latest research from world-leading academics, this edited volume is an authoritative resource on the psycholinguistic study of language production, exploring longstanding concepts as well as contemporary and emerging theories.

This book extends new lines of inquiry on intra- and interlingual translation, building on Jakobson's classification of translational relations to take into account the full complexity of language and the role of social dimensions in fostering linguistic unity and identity.

This critical volume provides accessible examples of how K-12 teachers use systemic functional linguistics (SFL) and action research to support the disciplinary literacy development of diverse learners in the context of high stakes school reform.

This critical volume provides accessible examples of how K-12 teachers use systemic functional linguistics (SFL) and action research to support the disciplinary literacy development of diverse learners in the context of high-stakes school reform. With chapters from teachers, teacher educators, and researchers, this book paves the way for teachers to act as change agents in their schools to design and implement meaningful curriculum, instruction, and assessment that builds on students' cultural and linguistic knowledge. Addressing case studies and contexts, this book provides the framework, tools, and resources for instructing and supporting multilingual students and ELL. This volume - intended for pre- and in-service teachers - aims to improve educators' professional practice through critical SFL pedagogy and helps teachers combat racism and anti-immigrant rhetoric by contributing to an equity agenda in their schools.