Angela Hahn | Ludwig-Maximilians-Universität München (original) (raw)
Papers by Angela Hahn
It is a well-known fact, accepted by most psychologists, that students assimilate knowledge in di... more It is a well-known fact, accepted by most psychologists, that students assimilate knowledge in different ways. Several categories of learners have been identified: oral, visual, kinetic. This has doubtless implications for the second language classroom, as each of the types sees their learning boosted if suitable activities responding to their individual needs are furnished. In our capacity as managers of the learning process, we must cater for all these learning styles, namely through an adequate range of tasks. Communicative activities, group work, and tasks aimed at bringing about and consolidating a network of human relationships (the so-called ice-breaking or getting-to-know-you activities) will be therefore a focus of our lesson plans. This book is thought for helping English teachers at universities, private and Official Schools of Languages.
Web 2.0 und komplexe Kompetenzaufgaben im Fremdsprachenunterricht
Web 2.0 und komplexe Kompetenzaufgaben im Fremdsprachenunterricht m m PETER LANG I H e d i t i o ... more Web 2.0 und komplexe Kompetenzaufgaben im Fremdsprachenunterricht m m PETER LANG I H e d i t i o n Kristina Peuschel Podcasts als komplexe Kompetenzaufgabe im DaF-Unterricht-für das Hören schreiben und mündlich kommunizieren This paperproposes to enhance learners' participation through theproduction ofpodcasts, in this case in German as a Second or Foreign Language. Within the didactics ofproject orientation and the use ofso called, komplexe Kompetenzaufgaben learners train their writing and oral competences in afunctional manner and in participatory settings, where participation is seen as a process and modelled on different levels. The paper describes the development of oral learner productions as a result of active podcast work using the main characteristics of the,komplexe Kompetenzaufgaben as the basisfor describing this process.
Second Language Learning and Teaching, 2012
The first language has been considered the main source of transfer for the acquisition of further... more The first language has been considered the main source of transfer for the acquisition of further languages for a long time. However, studies by linguists such as Hufeisen (Tertiärsprachen. Theorien, modelle, methode. Tübingen, Stauffenburg, 169-183, 1998), Cenoz and Jessner (The english in Europe. The acquisition of a third language. Multilingual Matters, Clevedon, p. 9, 2000), Cenoz (Cross-linguistic influence in third language acquisition: psycholinguistic perspectives. Multilingual Matters, Clevedon, pp. 8-19, 2001), and Hammarberg (Cross-linguistic influence in third language acquisition: psycholinguistic perspectives. Multilingual Matters, Clevedon, pp. 21-41, 2001) found that the L3 learner has already acquired one second language (L2) and thus this knowledge plays a role in the acquisition of other foreign languages. The research aim of our whole project is to account for the ways and paths of the activation of prior languages in the multilingual acquisition of English. The foci of the present study are the negative transfer phenomena of the second language (L2) German in the third language (L3) acquisition of English. In the present study, we set forth the possibility of negative transfer in L3 interlanguage based on the 'L2 status factor' and attempt to explain whether these occurrences of L2 negative transfer can be documented in the L3 written data from learners with different L1 s and at different L3 proficiency levels.
Bilingual Processing and Acquisition
It is a well-known fact, accepted by most psychologists, that students assimilate knowledge in di... more It is a well-known fact, accepted by most psychologists, that students assimilate knowledge in different ways. Several categories of learners have been identified: oral, visual, kinetic. This has doubtless implications for the second language classroom, as each of the types sees their learning boosted if suitable activities responding to their individual needs are furnished. In our capacity as managers of the learning process, we must cater for all these learning styles, namely through an adequate range of tasks. Communicative activities, group work, and tasks aimed at bringing about and consolidating a network of human relationships (the so-called ice-breaking or getting-to-know-you activities) will be therefore a focus of our lesson plans. This book is thought for helping English teachers at universities, private and Official Schools of Languages.
Web 2.0 und komplexe Kompetenzaufgaben im Fremdsprachenunterricht
Web 2.0 und komplexe Kompetenzaufgaben im Fremdsprachenunterricht m m PETER LANG I H e d i t i o ... more Web 2.0 und komplexe Kompetenzaufgaben im Fremdsprachenunterricht m m PETER LANG I H e d i t i o n Kristina Peuschel Podcasts als komplexe Kompetenzaufgabe im DaF-Unterricht-für das Hören schreiben und mündlich kommunizieren This paperproposes to enhance learners' participation through theproduction ofpodcasts, in this case in German as a Second or Foreign Language. Within the didactics ofproject orientation and the use ofso called, komplexe Kompetenzaufgaben learners train their writing and oral competences in afunctional manner and in participatory settings, where participation is seen as a process and modelled on different levels. The paper describes the development of oral learner productions as a result of active podcast work using the main characteristics of the,komplexe Kompetenzaufgaben as the basisfor describing this process.
Second Language Learning and Teaching, 2012
The first language has been considered the main source of transfer for the acquisition of further... more The first language has been considered the main source of transfer for the acquisition of further languages for a long time. However, studies by linguists such as Hufeisen (Tertiärsprachen. Theorien, modelle, methode. Tübingen, Stauffenburg, 169-183, 1998), Cenoz and Jessner (The english in Europe. The acquisition of a third language. Multilingual Matters, Clevedon, p. 9, 2000), Cenoz (Cross-linguistic influence in third language acquisition: psycholinguistic perspectives. Multilingual Matters, Clevedon, pp. 8-19, 2001), and Hammarberg (Cross-linguistic influence in third language acquisition: psycholinguistic perspectives. Multilingual Matters, Clevedon, pp. 21-41, 2001) found that the L3 learner has already acquired one second language (L2) and thus this knowledge plays a role in the acquisition of other foreign languages. The research aim of our whole project is to account for the ways and paths of the activation of prior languages in the multilingual acquisition of English. The foci of the present study are the negative transfer phenomena of the second language (L2) German in the third language (L3) acquisition of English. In the present study, we set forth the possibility of negative transfer in L3 interlanguage based on the 'L2 status factor' and attempt to explain whether these occurrences of L2 negative transfer can be documented in the L3 written data from learners with different L1 s and at different L3 proficiency levels.
Bilingual Processing and Acquisition