Sound Familiar? Heritage Learners, Phonological Awareness and Literacy Skills.

Autor/inn/en	Shorten, Lisa; Heift, Trude
Titel	Sound Familiar? Heritage Learners, Phonological Awareness and Literacy Skills.
Quelle	In: Electronic journal of foreign language teaching, 12 (2015) 1, S. 56-68 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 1; Anmerkungen 5; Literaturangaben; Tabellen 6
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Digitale Medien; Leistungsbeurteilung; Deutsch als Fremdsprache; Diktat
Abstract	This study explores the impact of the unique motivation and language skills of low-proficiency heritage learners on their performance in dictation tasks. A total of 24 beginner learners of L2 German were monitored for one semester while completing a dictation task in an intelligent computer-assisted language learning (ICALL) environment at a Canadian university. All native speakers of English, the participants were grouped by relationship to the target language community: 12 L2 heritage learners had at least one German parent, and 12 non-heritage learners had neither a German parent nor had travelled to a German-speaking country. Extensive computer log files, augmented by student questionnaires, were examined for learner behaviour and performance patterns. Results indicate that heritage learners on average made significantly more spelling mistakes and were more likely to access additional resources to complete the task than non-heritage language learners. This leads to a tentative conclusion that any benefit of motivational differences, phonological awareness and/or acuity from childhood L2 exposure is outweighed by literacy skills far below their communicative competence. The results of this study add to the growing body of research demonstrating that heritage learners have distinct learner behaviours and language skill sets and their pedagogical needs should be considered separately from traditional foreign language learners in the classroom. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2