| Reference : The effect of a French intervention on children´s spelling of morphosyntactic agreement. |
| Scientific congresses, symposiums and conference proceedings : Poster | |||
| Social & behavioral sciences, psychology : Education & instruction Arts & humanities : Languages & linguistics | |||
| Multilingualism and Intercultural Studies | |||
| http://hdl.handle.net/10993/32668 | |||
| The effect of a French intervention on children´s spelling of morphosyntactic agreement. | |
| English | |
Bilici, Natalia  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Ugen, Sonja [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >] | |
| Weth, Constanze [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Jul-2016 | |
| Yes | |
| No | |
| International | |
| SIG Writing Conference and Research in Liverpool | |
| from 1st to 6th of July | |
| Liverpool | |
| UK | |
| [en] multilingual learners ; spelling acquisition ; German, French | |
| [en] The purpose of our project MorphoSyn is to gain insights into the morphosyntactic processing involved in spelling in second languages. We conduct our study in the complex language context of Luxembourg which has two written school languages (German and French) and a large variety languages spoken at children´s home. More specifically, we investigate how an explicit teaching of morphosyntactic structures in written German and French enhance the spelling competence of 5th grade students.
During our intervention we focus on two orthographic features: the capitalisation of nouns in German and subject-verb agreement and the agreement within nouns phrases in French. Studies from Germany and France show that the acquisition of these features pass quite difficultly, because they are inaudible and, to grasp them, students need knowledge that goes beyond phoneme-grapheme correspondences. We predicted that our multilingual pupils will encounter the same problems that have been detected for French and German monolingual children. Our recently conducted pilot study confirmed this assumption: many children still omit plural/feminine markers in French and fail to capitalize abstract nouns or nominalisations in German. Our paper will present the outcome of the pre-test administrated to 250 Luxembourgish students (listening comprehension and dictation in German and French). It will show the orthographic skills pupils have acquired during primary school in their school languages German and French and indicate how far they are using morphosyntactic information while spelling. | |
| http://hdl.handle.net/10993/32668 |
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