Effects of Plurilingual Teaching on Grammatical Development in Early Foreign-Language Learning

Autor/inn/en	Hopp, Holger; Thoma, Dieter
Titel	Effects of Plurilingual Teaching on Grammatical Development in Early Foreign-Language Learning
Quelle	In: Modern Language Journal, 105 (2021) 2, S.464-483 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopp, Holger) ORCID (Thoma, Dieter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12709
Schlagwörter	Multilingualism; Grammar; Second Language Learning; Second Language Instruction; Teaching Methods; Generalization; Intervention; Elementary School Students; English (Second Language); Questioning Techniques; Comparative Analysis; Language Minorities; Metalinguistics; Contrastive Linguistics; Pretests Posttests; German; Native Language + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Befragungstechnik; Fragetechnik; Sprachminderheit; Metalanguage; Metasprache; Linguistics; Kontrastive Linguistik; Deutscher
Abstract	This article reports two intervention studies testing the effects of plurilingual teaching on grammatical development among primary-school students learning English as a foreign language (FL). In a pre-posttest control-group design, more than 200 9-10-year old majority language German and minority language students received plurilingual FL teaching (intervention group) or regular FL-only teaching (control group). Study 1 on the acquisition of "wh"-questions showed that systematic cross-linguistic comparisons of the FL with the majority language and minority languages facilitate acquisition of object questions. In Study 2 on passives, the intervention and the control groups both demonstrated comparable gains. We suggest that plurilingual teaching has advantages when the majority language differs from the target language (Study 1) yet not when a phenomenon is comparable across languages (Study 2). In neither study did learners show generalization to related grammatical phenomena. Finally, majority language and minority language students did not perform differently, which suggests that plurilingual FL teaching is suitable for all FL learners. These findings demonstrate that plurilingual FL teaching facilitates grammatical development by increasing learners' awareness of cross-linguistic similarities and differences. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01