Receptive multilingualism in German pupils and the underlying factors.
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2020-08-16
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en
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Abstract
Receptive multilingualism (RM) has been shown to be an effective mode for communication in the case of German and Dutch (Van Mulken & Hendriks, 2012) and is part of plurilingual competence as defined by the Common European Framework of Reference (CEFR, Council of Europe, 2001). Studies investigating RM in pupils have found individual differences between participants (e.g. Jentges, Knopp & Sars, in press). This study investigates to which extent the factors knowledge of foreign languages, Tolerance of Ambiguity, attitudes and aptitude can explain the differences in pupil’s performance in RM.
An intervention teaching German pupils about strategies when decoding a Dutch text as well as a pre-and post-test and a questionnaire were developed.
As the experiment could not be carried out due to the Covid-19 situation in the Netherlands, expected findings and results are presented. The method and materials as well as possible pedagogical implications and directions for further research will be reflected upon in the discussion section.
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