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third language acquisition

Theoretical foundation of multiple language learning - factor model / model of factors 2.0

Submitted by Robin Breit on Wed, 09/25/2019 - 22:54
Author name(s), initial(s)
Hufeisen, B.
Title in the original language
Theoretische Fundierung multiplen Sprachenlernens – Faktorenmodell 2.0
Year
2010
ISBN
978-3-86205-350-6
An abstract in English
The short article presents the "Faktorenmodell" (model of factors". It lists the different factors that play a role in acquiring or learning a L1, then a L2 and L3 (or Lx - meaning every language after). It assumes that there is a qualitative difference in learning a L3 as a lot of "foreign language learning factors" (e.g. language learning strategies) are acquired/added in the learning of a L2. (The qualitative difference between L2 and L3) was also shown in studies before and after). It has to be mentioned that for L2 and L3, the model is focusing on "learning" in an institutional context.
Type
Book chapter
Original language
German
Full reference in original language
Hufeisen, Britta (2010). Theoretische Fundierung multiplen Sprachenlernens – Faktorenmodell 2.0. In: Jahrbuch Deutsch als Fremdsprache. Intercultural German Studies 36: Koch Neff & Volckmar Gmbh, 200–208.

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The use of past tense in Spanish as a foreign language: A comparison of Austrian pupils with Romance polyglots

Submitted by Christian Koch on Thu, 06/20/2019 - 16:18
Author name(s), initial(s)
Eibensteiner, L.
Koch, C.
Title in the original language
El uso de los tiempos del pasado en español como lengua extranjera: Una comparación de aprendientes escolares austriacos con políglotas románicos
Year
2018
Link to paper
https://opus.bibliothek.uni-wuerzburg.de/frontdoor/index/index/searchtype/colle…
An abstract in English
"The normative use of past tenses is supposed to be a big challenge for learners of Spanish. Although they might understand the grammatical chapter in theory, adequate past tense use in spontaneous oral production is not guaranteed. Morphological errors, overgeneralizations of tenses and interferences with other languages characterize the interlanguage of the learners. Based on two corpuses, we analyse how the past tense use differs between secondary school students from Austria and Romance polyglots. Qualitative and quantitative analyses show that polyglot speakers surpass the secondary school students in some areas such as the distinction of verbal aspect. However, the students tend less to use the perfecto compuesto in an inadequate way in narration."
Type
Peer-reviewed journal
Original language
Spanish
Full reference in original language
Eibensteiner, Lukas/Koch, Christian (2018): "El uso de los tiempos del pasado en español como lengua extranjera. Una comparación de aprendientes escolares austriacos con políglotas románicos". In: promptus 4, 21-42.

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