Hoe universeel zijn receptieve meertaligheidsstrategieën?
Vreemde-taalleerders op school: een pilotstudie
DOI:
https://doi.org/10.51751/dujal9705Keywords:
receptieve meertaligheid, decodeerstategieën, language awareness strategieën, buurtalen Duits - Nederlands, NT2Abstract
There are multiple ways in which language learners’ multilingual repertoire can be put to use in foreign language learning and teaching. One such use is receptive multilingualism (RM, cf. Blees & Ten Thije 2017). Despite the fact that RM has been found to be an effective means of communication between adult speakers of typologically related languages, like Dutch and German (see Beerkens, 2010; Van Mulken & Hendriks, 2015; Ribbert & Ten Thije, 2007), there is hardly any research investigating its use and effectiveness in younger learners in school settings (Ten Thije, Gulikers & Schoutsen, 2020). In this contribution, we present the results of a pilot study in which we investigate whether German secondary-school students make use of their multilingual repertoire by employing receptive multilingual strategies when decoding an unknown, but typologically related language (Dutch) and whether they can transfer these skills when decoding a less typologically related, unknown language (Maltese).
Downloads
References
Beerkens, R. (2010). Receptive multilingualism as a language mode in the Dutch-German border area. Waxman.
Berman, R., & Slobin, D. (1994). Relating events in narrative: A crosslinguistic developmental study. Erlbaum.
Blees, G., & Ten Thije, J. D. (2017). Receptive multilingualism and awareness. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism. (3e ed.) (pp. 333-346). Springer.
Chu, W. H., Lin, D. Y., Chen, T. Y., Tsai, P. S., & Wang, C. H. (2015). The relationships between ambiguity tolerance, learning strategies, and learning Chinese as a second language. System, 49, 1-16. https://doi.org/10.1016/j.system.2014.10.015
Council of Europe (2020). Common European Framework of Reference for languages: Learning, teaching, assessment. Companion volume. Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
curriculum.nu. (2019). Leergebied Engels / MVT. Voorstel voor de basis van de herziening van de kerndoelen en eindtermen van de leraren en schoolleiders uit het ontwikkelteam Engels/Moderne Vreemde Talen. https://www.curriculum.nu/voorstellen/engels-mvt/
Dewaele, J. M. (2009). Individual differences in second language acquisition. In W. C. Ritchie, & T. D. Bahtia, (Eds.), The new handbook of second language acquisition (2e ed.) (pp. 623-646). Brill.
Dewaele, J. M., & Ip, T. S. (2013). The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners. Studies in Second Language Learning and Teaching 3(1), 47-66. https://doi.org/10.14746/ssllt.2013.3.1.3
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Gibson, M., & Hufeisen, B. (2003) Investigating the role of prior foreign language knowledge: Translating from an unknown into a known foreign language. In J. Cenoz, B. Hufeisen, U. Jessner (Eds.), The multilingual lexicon (pp. 87-102). Springer.
Gooskens, C., Van Bezooijen, R., & Van Heuven, V. J. (2015). Mutual intelligibility of Dutch-German cognates by children: The devil is in the detail. Linguistics, 53(2), 255-283. https://doi.org/10.1515/ling-2015-0002
Gooskens, C., Van Heuven, V., Golubovic, J., Schüppert, A., Swarte, F., & Voigt, S. (2017). Mutual intelligibility between closely related languages in Europe. International Journal of Multilingualism, 15(2), 1-25. https://doi.org/10.1080/14790718.2017.1350185
Harding, R. M., & Sokal, R. R. (1988). Classification of the European language families by genetic distance. Proceedings of the National Academy of Sciences, 85(23), 9370-9372. https://doi.org/10.1073/pnas.85.23.9370
Hartman, C. (2019). Kommunikationsprobleme bei deutsch-niederländischen Schulbegegnungen. [Niet gepubliceerde Masterscriptie]. Radboud Universität Nijmegen / Westfälische Wilhelms-Universität Münster.
Ház, E. (2005). Deutsche und Niederländer. Untersuchungen zur Möglichkeit einer unmittelbaren Verständigung. Dr. Kovač.
Hufeisen, B., & Marx, N. (2014). EuroComGerm-Die sieben Siebe. Germanische Sprachen lesen lernen (2e ed.). Shaker.
Jentges, S., Knopp, E., & Sars, P. (in druk). In Venlo gibt es viel Niederländisch, aber auch Englisch und Deutsch - A workshop on receptive multilingualism in the neighbour language. In B. North, E. Piccardo, T. Goodier, D. Fasoglio, R. Margonis, & B. Rüschoff (Eds.), Enriching 21st century language education: The CEFR Companion Volume, examples from practice. Council of Europe Publishing.
Koninklijke Nederlandse Akademie van Wetenschappen (KNAW). (2018). Talen voor Nederland. KNAW. https://www.knaw.nl/nl/actueel/publicaties/talen-voor-nederland.
Marx, N. (2007). Interlinguales Erschließen von Texten in einer unbekannten germanischen Fremdsprache. Zeitschrift für Fremdsprachenforschung, 18(2), 165-182.
McCann, W. J., Klein, H. G., & Stegmann, T. D. (2002). EuroComRom – The Seven Sieves. How to read all the Romance languages right away. Shaker.
Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen. (2015). Referenzrahmen Schulqualität NRW. Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen. https://www.schulentwicklung.nrw.de/e/upload/referenzrahmen/download/Referenzrahmen_Veroeffentlichung.pdf
Ministerium für Schule, Jugend und Kinder des Landes Nordrhein-Westfalen (2004). Kernlehrplan für die Gesamtschule - Sekundarstufe I in Nordrhein-Westfalen. Englisch. Ritterbach.
Nachbarsprache & buurcultuur. (z.j.). Materialangebot. Radboud Universiteit Nijmegen. https://www.ru.nl/nachbarsprache/schulen/unterrichtsmaterial/.
Puka, L. (2011) Kendall’s Tau. In M. Lovric (Ed.) International encyclopedia of statistical science (pp. 713-715). Springer. https://doi.org/10.1007/978-3-642-04898-2_324
Rehbein, J., Ten Thije, J. D., & Verschik, A. (2012). Lingua receptiva (LaRa)-remarks on the quintessence of receptive multilingualism. International Journal of Bilingualism, 16(3), 248-264. https://doi.org/10.1177/1367006911426466
Rey D., & Neuhäuser M. (2011). Wilcoxon-Signed-Rank Test. In M. Lovric. (Ed.) International encyclopedia of statistical science (pp. 1658-1659). Springer. https://doi.org/10.1007/978-3-642-04898-2_616
Ribbert, A,. & Ten Thije, J. D. (2007). Receptive multilingualism in Dutch-German intercultural team cooperation. In J. D. Ten Thije, & L. Zeevaert (Eds.), Receptive multilingualism. Linguistic analyses, language policies and didactic concepts. (pp. 73-101). John Benjamins.
Ten Thije, J. D. (2018). Receptive multilingualism. In D. Singleton, & L. Aronin (Eds.), Twelve chapters on multilingualism (pp. 329-364). Multilingual Matters.
Ten Thije, J. D., Gulikers, E., & Schoutsen, K. (2020). Het gebruik van Luistertaal in de praktijk. Een onderzoek naar meertaligheid in der bouw, de gezondheidszorg en het onderwijs in Nederland en Vlaanderen. Taalunie. http://www.luistertaal.nl/wp-content/uploads/2012/09/Het-gebruik-van-Luistertaal-in-de-praktijk.pdf
Van Mulken, M. (2010). Het plezier van vreemde taal. Tijdschrift voor Taalbeheersing, 32(3), 268-279.
Van Mulken, M., & Hendriks, B. (2015). Your language or mine? or English as a lingua franca? Comparing effectiveness in English as a lingua franca and L1–L2 interactions: implications for corporate language policy. Journal of Multilingual and Multicultural Development, 36(4), 404-422. https://doi.org/10.1080/01434632.2014.936873
Published
Issue
Section
License
Copyright (c) 2021 Eva Knopp, Sabin Jentges, Chrissy Laurentzen, Margot van Mulken
This work is licensed under a Creative Commons Attribution 4.0 International License.
