Sophie Hutta

A6 2-201 u. A6 2-202 (Lageplan)


Prof. Dr. Esther Ruigendijk


Carl von Ossietzky Universität Oldenburg
Fakultät III - Sprach- und Kulturwissenschaften
Labor für Sprach- und Musikforschung
Ammerländer Heerstr. 114-118
26129 Oldenburg

Aktuelle Projekte

The effect of strategy-based intervention on L2 fluency of anxious learners of Dutch

Foekje Reitsma

The aim of the study is to examine whether strategy instruction with an app can help enhance fluency of anxious L2 learners by raising their awareness about different aspects of fluency and teaching them fluency strategies. Through the app Reppen, strategies are offered, practiced and feedback is provided.
The expectation is that the training will increase participants' fluency and decrease their speaking anxiety. Three different groups will be compared: two experimental groups and one control group. The participants in this study are Gymnasium students (L1 German) with at least level B1 (GeR).

Freies Erzählen und Vorlesen von angehenden Lehrpersonen (Katrin Kleinschmidt-Schinke, Ulla Licandro und Jörg Peters)

Katrin Kleinschmidt-Schinke

Wir untersuchen mit dieser Studie, wie angehende Lehrpersonen gegenüber unterschiedlichen Kleingruppen einer zweiten Grundschulklasse freie Erzählungen produzieren und Erzählungen vorlesen. Dabei stellen diese sich die Situation vor, dass sie im Rahmen ihres Deutschunterrichts im Schulpraktikum in einer zweiten Grundschulklasse im Distanzlernen mit diesen beiden Kleingruppen arbeiten.
Das Experiment besteht aus vier Aufgaben mit jeweils einer kurzen Pause dazwischen. Die Aufgabe der angehenden Lehrpersonen ist es, jeweils eine freie Erzählung für jede der zwei Kleingruppen zu produzieren und jeder der zwei Kleingruppen eine Erzählung vorzulesen. Sie erhalten Beschreibungen der vier Schüler*innen der beiden Kleingruppen. Bei den Aufgaben zum freien Erzählen erhalten sie eine Bildergeschichte als Grundlage und bei den Aufgaben zum Vorlesen den vorzulesenden Text. Die Sprachproben werden digital aufgezeichnet (Tonaufnahmen), transkribiert (GAT2), mit einem akustischen Analyseprogramm (Praat) untersucht sowie mit einem Datenanalyseprogramm codiert (MAXQDA).

Perception and acquisition of non-native vowel contrasts in adverse listening conditions

Stephanie Kaucke

Perception of non-native speech sounds is often a challenge, especially if the non-native sound is similar to another one that is part of the native language. In that case, the non-native sound will typically be perceptually assimilated to the native category. However, not much is known yet about how people with impaired hearing perceive non-native speech and how they can acquire non-native sound categories. Thus, in this project, native English speakers will be presented with the German vowels /y/ and /ø/ in either clear speech or in a noise condition in order to simulate a hearing impairment. This way, it can be examined which vowels they confuse the German /y/ and /ø/ with. In later stages of the project, it will be examined whether listeners are able to use a learning bias for vowel harmony to their advantage to form new vowel categories and in doing so improve their vowel discrimination abilities even in adverse listening conditions.

Long-distance wh-questions in L3 Dutch

Ankelien Schippers &   Andreas Hiemstra

We investigate the acceptability and processing of different types of long-distance wh-questions in Dutch by L3 learners who either have German as the L1 and English as the L2 or English as the L1 and German as the L2. Long-distance questions involve movement of a question word from a subordinate clause into a higher clause and are highly complex structures, which are not explicitly taught in. They show a lot of variability in their acceptability and the ways in which they are realized across languages. In our study, we aim to find out how L3 learners of Dutch differ from native speakers in how they process, judge and produce different types of long-distance questions. In particular, we are interested to see whether deviations from non-native behavior can be explained by transfer from the L1, transfer of the L2, access to UG principles or processing factors, or a combination of several of these factors.      

Linguistic transfer between closely related languages in third language acquisition

Andreas Hiemstra

Andreas Hiemstra works on grammatical cross-linguistic influence (CLI) between closely related languages (German, English & Dutch) in third language acquisition. Moreover, he is interested in the consequences of CLI for, on the one hand, the debate on the organisation of linguistic knowledge in the memory system and, on the other hand, foreign language teaching. His work at the Speech and Music Lab at Oldenburg University focusses on experimental work (e. g. self-paced reading and grammaticality judgement tasks).

COMP-trace effects: A comparative and psycholinguistic approach

Ankelien Schippers

This DFG-funded project investigates so-called long-distance dependencies, a specific syntactic construction in which a constituent from a subordinate clause is moved into a structurally higher clause. This movement results in an empty position (traces) in the subordinate clause itself.

Long-distance dependencies are restricted in various ways and not all traces are licensed. Traces of subjects are particularly problematic, presumably because of their position (the start of the embedded clause). Languages deal with this problem in different ways and not all languages have the same difficulty with embedded subject traces. German, English and Dutch, three closely related languages, already differ in this respect. This project aims to find out where these differences come from, and whether they are syntactic in nature or rather processing induced, or a combination of both. We investigate these questions by experimental syntactic methods (speeded grammaticality judgments), self-paced reading and production tasks. 

(Stand: 19.01.2024)  | 
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