Pregled bibliografske jedinice broj: 654259
Interlingual identifications and assessment of similarities between L1, L2, and L3: Croatian learners' use of modal particles and other modalising elements
Interlingual identifications and assessment of similarities between L1, L2, and L3: Croatian learners' use of modal particles and other modalising elements // Cross-linguistic Influences in Multilingual Language Acquisition / Gabryś-Barker, Danuta (ur.).
Heidelberg: Springer, 2012. str. 63-80
CROSBI ID: 654259 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Interlingual identifications and assessment of similarities between L1, L2, and L3: Croatian learners' use of modal particles and other modalising elements
Autori
Kresić, Marijana ; Gulan, Tanja
Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni
Knjiga
Cross-linguistic Influences in Multilingual Language Acquisition
Urednik/ci
Gabryś-Barker, Danuta
Izdavač
Springer
Grad
Heidelberg
Godina
2012
Raspon stranica
63-80
ISBN
978-3-642-29556-0
Ključne riječi
modal particles, modalising elements, interlingual identifications, assessment of similarities, Croatian, German, English
Sažetak
The study investigates interlingual identifications (Weinreich, Languages in Contact, 1953 ; Ringbom, The importance of cross-linguistic similarity in foreign language learning: comprehension, learning and production, 2007) as a specific form of linguistic transfer in language learning. University students’ interlingual identifications were analyzed with respect to modal particles and equivalent modal elements in Croatian, English and German. The participants were advanced Croatian learners of German and English, 148 students of German language and literature at Croatian universities. The study also investigates the learners’ psychotypology, i.e. their assessments of the overall similarities between their L1, L2, and L3 with respect to English, German and Croatian, and their competence concerning the use of modal particles and equivalent modal elements. Further variables, such as ‘‘year of study’’ and ‘‘the learners’ L2’’ are related to the results of the experimental study. A central conclusion is that pointing learners to cross-linguistic equivalencies can be an essential learning strategy that turns interlingual identifications into a process facilitating learning. German and Croatian as particle-rich languages are contrasted with English which uses other elements for modalizing and contextualizing utterances.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija, Pedagogija
Napomena
Http://link.springer.com/chapter/10.1007/978-3- 642-29557-7_4?no-access=true
POVEZANOST RADA
Ustanove:
Sveučilište u Zadru
