Young German Learner English

The project Young German Learner English: Complexity, Accuracy, Fluency, funded by the German Research Foundation (2023 - 2026; FU 1044/8-1) is a joint venture among the universities of Bamberg (PD Dr. Valentin Werner), Freiburg (Dr. Anna Rosen) and Hamburg (Prof. Robert Fuchs). 

This project will offer an analysis of complexity, accuracy, and fluency (CAF), a triad that represents important constructs in the study of Second Language Acquisition (SLA). The overarching goal of this project is to analyze the interlanguage of English as a Foreign Language (EFL) learners attending German schools based on empirical data. Therefore, we will compile and annotate a corpus of spoken and written production data from learners in early to intermediate stages (grades 5–12 in the German system). In addition, we will investigate CAF in this group, explore the interdependence of these variables and attempt to explain variation with regard to contextual and learner factors (e.g. motivation, socio-economic status). The quasi-longitudinal approach applied will serve to model the trajectory of EFL acquisition in the German context. We will take a usage-based perspective with a focus on the CAF triad and potential interactions between its individual components. The project will serve to overcome several of the longstanding restrictions of LCR (such as a bias towards studying learners at advanced proficiency levels) and will contribute to a better understanding of processes of SLA more generally, and of the analysis of the CAF triad specifically. After project completion, the corpus will be made available for the research community and will be one of only a few internationally available learner corpora of school students.

The project will pursue the following aims:

Aim 1: Analyze complexity, accuracy, and fluency (CAF) in young German learners of English

Aim 2: Analyze the interdependence of CAF components in this learner group

Aim 3: Analyze the influence of learner variables (e.g. gender, socio-economic status) on the development of CAF in this learner group

Data will be elicited in three regions (Baden-Württemberg, Bavaria, Hamburg region) in three different school types representing various educational levels (Baden-Württemberg: Gymnasium, Realschule, Hauptschule, Gemeinschaftsschule with different educational tracks; Bavaria: Gymnasium, Realschule, Mittelschule; Hamburg: Gymnasium, Stadtteilschule with different educational tracks). To allow the establishment of a quasi-longitudinal perspective, data will be sampled in years 5, 7, 9, 11, and in the final year of schooling (year 12/13 depending on school type). 

To allow the establishment of a quasi-longitudinal perspective, data will be sampled in years 5, 7, 9, 11, and in the final year of schooling (year 12/13 depending on school type). The elicitation of data in year 9 will offer the eventual opportunity to triangulate findings with the results from the DESI-study (Deutsch Englisch Schülerleistungen International; DESI-Konsortium 2008). To minimize sampling bias (also as regards different teaching practices), data will be elicited for each school type and for the five sampling years for at least two learning groups (e.g. Schulklassen) per school. The overall target number of participants is 660 (see also Figure 1): 

● Lower secondary: 3 locations x 3 years (5, 7 and 9) x 3 school types x 2 groups x 10 participants per group = 540 participants;

● Upper secondary: 3 locations x 2 years (11 and 12/13) x 1 school type x 2 groups x 10 participants per group = 120 participants.

To represent a wide range of communicative contexts, the task types administered to the learners will comprise both established and innovative task types with different amounts of planning and interactivity involved.