Tutored-L2 acquisition of English by German students


The purpose of this project was to provide data in order to determine whether and to what extent the developmental structures in tutored L2 acquisition parallel these of non-tutored L2 acquisition. Data were collected by following and recording every English period taught to a beginners' class of 10-11 year-old German students for the first 8 months of English instruction. The focus was on phonology, inflectional morphology, early syntax, and some aspects of the lexicon. No evidence was found to suggest that the two acquisitional types were subject to different developmental structures.

Principal collaborators: S. Felix, D. Lange, A. Schröder, U. Puls