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GraWi – Implicit and Explicit Grammatical Knowledge of Children Acquiring German as Second Language

The project GraWi aims to investigate the acquisition of implicit and explicit grammatical knowledge of children acquiring German as second language.

The project aims to investigate the implicit and explicit grammatical knowledge of children acquiring German as second language about the German case system. Implicit grammatical knowledge describes the knowledge about the rules of a language that enable people to understand and produce grammatical structures without being consciously aware of it. Explicit grammatical knowledge is characterised by consciousness and the ability of verbalising grammatical rules. Both, the teaching of implicit and explicit grammatical knowledge are goals of teaching German in schools. So far, it is mainly unexplored which role implicit knowledge has for the acquisition of explicit knowledge, and vice versa.

The project GraWi examines the implicit ans explicit knowledge about the German case system and which relationships exist between the implicit and explicit grammatical knowledge of the children. To investigate the knowledge, psycholinguistic tasks are developed (e. g. elicitation tasks, picture selection tasks, grammatical judgement tasks). As a whole, the project contributes to the understanding which processes underlie the acquisition of grammatical structures in a controlled classroom setting. Thus, it plays a crucial role in the further development of teaching concepts for second language learners of German.

Project head

Dr. Sabrina Geyer

Selected Publications

Geyer, S. & Müller, A. (2021). Wie adaptiv ist Sprachförderung für Kinder mit Deutsch als Zweitsprache? Eine Studie zum sprachlichen Handeln in der Zweitsprachförderung. Zeitschrift für angewandte Linguistik.

Geyer, S.,  Voet Cornelli, B.,  Lemmer, R., Müller, A., Schulz, P. (2019).  Sprachförderung für Schülerinnen und Schüler mit Deutsch als Zweitsprache: Mythen und Fakten. In J. Ziehm, B. Voet Cornelli, M. Goßmann, B. Menzel (Hrsg.), Schule migrationssensibel gestalten (S.11-13). Weinheim, Basel: Beltz.

Lemmer, R., Huschka, S., Geyer, S., Brandenburg, J., Ehm, J.-H., Lausecker, A., Schulz, P. & Hasselhorn, M. (2019). Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? – Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern. Frühe Bildung, 8 (4), 181-186.

Duration

09/2021–12/2022