First and Second Language Acquisition of German Relative Clauses

Table of Contents

• 1. Introduction
• 2. Theoretical Reference Framework
• 2.1 Important Terms
• 2.1.1 Mother tongue and first language, L1
• 2.1.2 Foreign language (FL) and second language, L2
• 2.2 Language characteristics of German with focus on relative clauses
• 2.2.1 The correct word order in German
• 2.2.2 The properties of the relative clause in German
• 2.2.3 The relative clause and the verb bracket
• 2.3 L1-acquisition of the relative clause structure
• 2.3.1 Acquisition of the structure of relative clauses
• 2.3.2 Acquisition of the relative clause
• 2.3.3 Studies relevant to relative clauses
• 2.4 L2-acquisition of the relative clause structure
• 2.4.1 The critical or sensitive period
• 2.4.2 (Early) child L2 learners
• 2.4.3 Youth and adult L2 learners
• 2.4.4 Differences between L1 and L2 learners
• 3. Practical Part: Empirical-qualitative corpus analysis
• 3.1 Presentation of the German learning corpus MERLIN and CEFR
• 3.2 Methodological approach
• 3.3 Quantitative corpus analysis of the subordinate clauses
• 3.4 Qualitative and quantitative analysis of relative clauses
• 3.4.1 Examples for correct subordinate clauses
• 3.4.2 Error in the subordinate clause bracket (sentence position error)
• 3.4.3 Correlation of reference word and relative pronoun
• 3.4.4 Conjunction „dass“ instead of relative pronouns der/die/das
• 3.4.5 Complexity of relative clauses
• 4. Conclusion and practical application
• 4.1 Possible applications in German lessons (all levels)

Objectives and Key Themes

This work aims to investigate the acquisition of relative clauses in German as a second language (L2), comparing it to first language (L1) acquisition. It utilizes a corpus analysis to explore common errors and developmental stages in L2 learners. * Acquisition of relative clauses in L1 and L2 German * Analysis of errors in relative clause formation by L2 learners * Comparison of L1 and L2 acquisition patterns * Influence of age on relative clause acquisition * Application of findings to German language teaching

Chapter Summaries

1. Introduction: This introductory chapter sets the stage for the research by outlining the overall objectives and providing background information on the study of relative clause acquisition in German as a foreign language. It likely highlights the significance of understanding the challenges faced by L2 learners in mastering this complex grammatical structure and its impact on overall language proficiency. It lays the groundwork for the theoretical framework and methodology discussed in subsequent chapters. 2. Theoretical Reference Framework: This chapter establishes the theoretical foundation for the study by defining key linguistic concepts such as L1, L2, and the characteristics of relative clauses in German grammar. It delves into the properties of relative clauses, including word order and verb placement, and explores existing research on L1 and L2 acquisition of these structures. This section likely discusses different theoretical perspectives on language acquisition and how they inform the research design. Detailed analyses of existing studies and their methodologies are incorporated. The chapter provides a comprehensive overview of the literature relevant to the study's focus on relative clauses. 3. Practical Part: Empirical-qualitative corpus analysis: This chapter presents the methodology and results of the empirical study. It introduces the German learning corpus (MERLIN) used in the analysis and outlines the quantitative and qualitative methods employed to investigate relative clause acquisition. The chapter likely details the statistical analysis of the corpus data, presenting the findings on error patterns, frequencies of different structures, and correlations between learner age and accuracy. The qualitative analysis might focus on examples illustrating specific error types and their underlying causes, providing detailed insights into learner language. A rigorous description of the research methods is essential, aiming for reproducibility of the study's process.

Frequently Asked Questions: A Comprehensive Language Preview

What is the main topic of this language preview?

This preview focuses on the acquisition of relative clauses in German as a second language (L2), comparing it to first language (L1) acquisition. It uses corpus analysis to explore common errors and developmental stages in L2 learners.

What are the key themes explored in this preview?

Key themes include the acquisition of relative clauses in L1 and L2 German, analysis of errors in relative clause formation by L2 learners, comparison of L1 and L2 acquisition patterns, the influence of age on relative clause acquisition, and the application of findings to German language teaching.

What is the structure of the preview?

The preview is structured into four main chapters: An introduction setting the stage, a theoretical framework defining key terms and reviewing relevant research, a practical part detailing the empirical corpus analysis (using the MERLIN corpus and CEFR framework), and a concluding chapter discussing applications to German language instruction.

What theoretical frameworks are used?

The theoretical framework section defines key linguistic concepts like L1, L2, and the characteristics of German relative clauses. It explores existing research on L1 and L2 acquisition of these structures, incorporating different theoretical perspectives on language acquisition.

What methodology is employed in the practical part?

The practical part uses an empirical-qualitative corpus analysis of the German learning corpus MERLIN. Both quantitative (statistical analysis of error patterns and frequencies) and qualitative (detailed analysis of specific error types and their causes) methods are employed to investigate relative clause acquisition.

What specific aspects of relative clauses are analyzed?

The analysis examines various aspects of relative clauses, including correct word order, properties of the relative clause, the verb bracket, error patterns (sentence position errors, correlation of reference word and relative pronoun, incorrect use of conjunction "dass"), and the complexity of relative clauses.

What is the significance of the MERLIN corpus and CEFR?

The MERLIN corpus serves as the data source for the empirical analysis, providing learner language samples. The Common European Framework of Reference for Languages (CEFR) likely provides a framework for evaluating learner proficiency levels.

What are the conclusions and practical applications?

The conclusion discusses the findings of the corpus analysis and explores possible applications of the research to German language teaching at all levels. It likely offers practical suggestions for instructors based on the identified error patterns and developmental stages.

What types of learners are considered?

The study considers both L1 (native German speakers) and L2 learners of German, examining differences in their acquisition of relative clauses. It further differentiates among L2 learners based on age (early child learners, youth, and adults).

Who is the intended audience for this preview?

This preview is intended for an academic audience interested in second language acquisition, German linguistics, and language teaching methodology. It's suitable for researchers, teachers, and students working in these fields.