Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
26.10.2013
Verlag
VDMSeitenzahl
176
Maße (L/B/H)
22/15,1/1,9 cm
Gewicht
278 g
Sprache
Deutsch
ISBN
978-3-639-06628-9
One of the challenges for second language learners is
to acquire the ability to use well formed sentences
in different contexts in an adequate way. This study
investigates discourse pragmatics in the two V2
languages, Swedish and German. In written production
data Swedish learners of German (beginners,
intermediate, advanced) are compared to native
controls. Although sentences are targetlike regarding
syntax, learners organize information in a way that
disturbs native Germans. It is hypothesized that
learners transfer their language-specific information
structure to the new language. Since the initial
position of the sentence is of special importance in
establishing textual coherence by anchoring the
clause in discourse, the study focuses on the
''prefield'' in declarative main clauses and the use of
theme-rheme progression in the L2. Analyses of the
data are provided and the results are evaluated in
light of current theories of language acquisition and
information structure. Language-specific ways of
organizing information and thematic progression in
L2-productions seem to be neglected in teaching
materials. Implications of the research findings for
language teaching are discussed.
to acquire the ability to use well formed sentences
in different contexts in an adequate way. This study
investigates discourse pragmatics in the two V2
languages, Swedish and German. In written production
data Swedish learners of German (beginners,
intermediate, advanced) are compared to native
controls. Although sentences are targetlike regarding
syntax, learners organize information in a way that
disturbs native Germans. It is hypothesized that
learners transfer their language-specific information
structure to the new language. Since the initial
position of the sentence is of special importance in
establishing textual coherence by anchoring the
clause in discourse, the study focuses on the
''prefield'' in declarative main clauses and the use of
theme-rheme progression in the L2. Analyses of the
data are provided and the results are evaluated in
light of current theories of language acquisition and
information structure. Language-specific ways of
organizing information and thematic progression in
L2-productions seem to be neglected in teaching
materials. Implications of the research findings for
language teaching are discussed.
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