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Full-Text Articles in Psychology
Cognitive Processing Of Time In Language By Non-Native Readers: Can Explicit Teaching Promote Interlanguage Development?, Andreas Schramm, Verena Haser, Michael Mensink, Jonas Reifenrath
Cognitive Processing Of Time In Language By Non-Native Readers: Can Explicit Teaching Promote Interlanguage Development?, Andreas Schramm, Verena Haser, Michael Mensink, Jonas Reifenrath
Andreas Schramm
Every English sentence requires a verb containing information about time. This in turn makes the temporal meanings that verbs carry crucial. The current study is part of a larger research interest into the nature of cognitive processing of time in language by native and non-native readers of English (Becker, Ferretti, & Madden_Lombardi, 2013; Schramm & Mensink, in press). It explores the acquisition of temporal meanings by adult non-native speakers of English. It specifically addresses the natural progression in learners’ development of the comprehension of time concepts (not only of their production) and whether instruction can change the rate of this …
Teaching Intervention Sabbatical Freiburg University, Andreas Schramm, Cadi Kivimagi Kiel, Jennifer Ouellette-Schramm
Teaching Intervention Sabbatical Freiburg University, Andreas Schramm, Cadi Kivimagi Kiel, Jennifer Ouellette-Schramm
Andreas Schramm
This is the teaching intervention used with German English-teacher candidates during my sabbatical research at Freiburg University 2016-17
Awareness During Narrative Comprehension And Potential Acquisition Of Aspectual Meanings By Non-Native English Speakers, Andreas Schramm
Awareness During Narrative Comprehension And Potential Acquisition Of Aspectual Meanings By Non-Native English Speakers, Andreas Schramm
Andreas Schramm
In second language acquisition there has been sustained interest in input processing and the role of cognitive resources. Much of it has been on form within meaningful context, not semantic meanings. This study investigates cognitive resources readers employ during comprehension and potential acquisition of aspectual meanings and their pragmatic use in narratives. Data from 24 college age non-native English speakers on the cognitive status of semantic content is examined to determine whether awareness occurred in STM and intake during inferencing in STM and LTM. Questions are discussed whether aspect had been acquired before or reading triggered awareness and incidental intake.