Session Information
99 ERC SES 04 C, Interactive Poster Session
Poster Session
Contribution
In language courses, a near-standard variant and pronunciation is often used, whereas in everyday life in the everyday environment of learners, different variants of the majority language (in this case German) must be heard and decoded, whereby phoneme perception and differentiation play an essential role not only for the initial acquisition of German, but also for linguistic interaction in later phases, so that decoding problems on the part of speakers and listeners can be reduced.
Methods such as "before, during and after listening" are used in lessons (Field 2008:30), but these say nothing about the actual decoding ability of the participants, instead focussing on the typical "questions about the text" and rather testing general (prior) knowledge or global understanding.
It is forgotten that the context is only useful if the listeners can already decode precisely everything that has been said up to that point (cf. Field 2008: 136).
It is important to practise phoneme perception, i.e. decoding, with the participants right from the start so that the correct understanding of the individual sounds and thus the entire utterance is achieved.
The importance of reliable phonological representation for the phonological processing of L2 input provides a basis for the other skills that follow in the acquisition process; listening comprehension is closely linked to speaking and also plays an important role in the later acquisition of reading skills (cf. Boada & Pennington 2006)
However, it is not only the ability to decode when listening that is important, but first and foremost the connection between perception and production: what is not heard cannot be reproduced (Dieling 1994).
The aim is to investigate how (and whether) the phonemes of German (in the dialect-standard continuum) can be perceived (unaltered) or not, depending on the language(s) of origin of the participants.
In addition, the sounds of the participants' languages of origin should be analysed in order to investigate whether German phonemes that are also known to them in a similar form from their languages of origin can also be decoded and differentiated more precisely.
This would enable a more differentiated view of the sound perception of German, which would also allow the linguistic approaches to German to be taken into account.
It is expected that, in addition to general approaches to the sound perception of German that are given for learners of different first languages, it will also be possible to describe indications of learning success with regard to the perception of German phonemes or learning obstacles in this area that are related to the first languages.
It is assumed that if phonemes are already known from the learner's language inventory and occur in the language to be learnt, they are more likely to be perceived and articulated correctly.
Method
The sample for the planned study will be compiled with the help of language courses. For this purpose, the relevant institutes must be contacted and participants "recruited" who can take part in the study. For this purpose, it is important to determine certain reference points such as region of origin, languages of origin, duration of language contact, language level, educational background and the age of the participants as a prerequisite for access. This key data should be recorded in the form of a short interview as a language biography and serve as support for the evaluation. A survey instrument is to be created for the realisation of the study. As the data is to be collected using minimal pairs, these are to be played as audio samples. For the audio samples, minimal pairs, spoken by people with the East-Central Bavarian dialect, are to be recorded and then played to the participants for differentiation. The survey instrument is to be piloted before the study is carried out. Improvements can then be made. Once the final survey instrument and the survey period have been finalised, the survey can be carried out. These are words that usually have the same number of morphemes but only differ in one phoneme and therefore have a different meaning. They are used to demonstrate that these two sounds represent two different phonemes in the language and therefore make a difference in meaning. The aim is to investigate whether the phonetic difference is perceived in minimal pairs and whether there are implications for the participants' languages of origin.
Expected Outcomes
Without awareness of the continuum, this could lead to significant communication difficulties, especially in informal conversational situations, as participants may misinterpret local dialects due to the change in pronunciation. For effective communication, it is important to avoid such misunderstandings (due to the decoding process) and to promote accurate interpretation of linguistic expressions in different regional contexts. In addition to avoiding decoding problems, the goal is linguistic flexibility: by correctly mapping the phonemes of the dialect-standard continuum, learners can effectively vary and adapt their linguistic skills in different social contexts. It is to be expected that the sounds that are familiar to the participants from their own native languages will also be correctly understood and that phonemes that are unfamiliar to them will present a challenge in terms of perception and will thus be assigned to a sound that is familiar to them, even if it does not correspond to the sound originally heard. Another assumption is that speakers of different languages belonging to the same language group perceive phonemes in a similar way. The work is intended to show that auditory speech comprehension, especially in the context of the dialect-standard continuum, is a complex process that requires careful perception and interpretation of the sounds.
References
-Boada, Richard ;Pennington, Bruce (2006): Deficient implicit phonological representations in children with dyslexia F.NEW YORK: Elsevier IncJournal of experimental child psychology,2006, Vol.95 (3), p.153-193 -Field, John (2008): Listening in the language classroom. Cambridge. -Gunsenheimer, Birgit (2009): Brünner Hefte zu Deutsch als Fremdsprache. Jahrgang 2, Nummer 1. 41-53. -Krammer, Lisa (2022): Formen, Verwendungen und Funktionen von Sprachvariation. Zeitschrift für Angewandte Linguistik. De Gruyter. Hrsg: Jan Gerwinski, Stefan Hauser, Vivien Heller, Saskia Kersten, Katharina KönigS.30-63. Band 2022 Heft 76. -Neeb, Yvonne; Isberner Maj-Britt; Knoepke Julia; Naumann, Johannes; ; Richter, Tobias (2015): Phonologische Verarbeitung von gesprochener und geschriebener Sprache. Waxmann Verlag -Solmecke, Gert (2010): Vermittlung der Hörfertigkeit. In: Krumm, Hans-Jürgen/Fandrych, Christian/Hufeisen, Britta Riemer, Claudia (Hg.): Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch. 1. Halbband. Berlin/New York, 969-975. Spiegel, Carmen (2009): Zuhören im Gespräch, in: dies. /Michael Krelle (Hg.), Sprechen und Kommunizieren. Entwicklungsperspektiven, Diagnosemöglichkeiten und Lernszenarien in Deutschunterricht und Deutschdidaktik, Baltmnnsweiler 2009, S. 189– 203.
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