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Map of the 1858 Atlantic Cable route Bildinformationen anzeigen
 guest talk by Gary Younge, June 12, 2018 © Adelheid Rutenburges Bildinformationen anzeigen
Dirk Night with Armani Cotton Bildinformationen anzeigen
Transatlantikdampfer "Berengaria" (1920); Route: Liverpool-New York-Liverpool. Bildinformationen anzeigen
Erstsemesterbrownies, April 2018 Bildinformationen anzeigen
guest talk by Gary Younge, June 12, 2018 © Madita Oeming Bildinformationen anzeigen

Map of the 1858 Atlantic Cable route

Foto: Von Unbekannt - Howe's Adventures & Achievements of Americans; en:Image:Atlantic_cable_Map.jpg, Gemeinfrei,

guest talk by Gary Younge, June 12, 2018 © Adelheid Rutenburges

Dirk Night with Armani Cotton

Foto: Miriam Jassmeier

Transatlantikdampfer "Berengaria" (1920); Route: Liverpool-New York-Liverpool.

Foto: Wikimedia Commons

Erstsemesterbrownies, April 2018

Foto: Madita Oeming

guest talk by Gary Younge, June 12, 2018 © Madita Oeming

Lexical Morphology and Language Awareness: Morpho-Lexical Knowledge as a Constituent of Language Awareness

Dr. Ivo Steininger

Katharina Hagenfeld   Silvia Sporkmann


The study currently undertaken at the University of Paderborn (together with Katharina Hagenfeld and Silvia Sporkmann; research assistants) explores the potential of the interplay of word formation processes and stress shift for raising language awareness in teacher education. The concept of language awareness constitutes a sub-component of the competences presented in the national Bildungsstandards (KMK 2012: 21). However, due to a lack of conceptualisation and empirical evaluation, elements of language awareness remain a ‘black box’ in foreign language teaching (cf. Schmidt 2010: 863). To add to the descriptive basis of language awareness, this study uses Katamba’s and Stonham’s (2006) classification in the field of lexical morphology. Lexical morphology claims that a word’s morphological structure is closely linked to phonological rules that determine the pronunciation of a word (ibid.: 89). The study puts forward the hypothesis that knowledge about this morpho-lexical interdependence correlates with a better performance in pronunciation. The research design makes use of the phenomenon of stress shift in derivatives – a category with a clearly visible effect on pronunciation (ibid.: 89-132).

Designed as a hybrid of experimental design (cf. Nunan 1992: 24 ff.) and educational intervention research (cf. Pressley/Harris 1994: 194-198), participants take part in pre-tests, treatment (control group: zero treatment), post-tests and qualitative retrospective group interviews (experimental group). The overall objective is to use the results of the study for designing a training course on applying insights of lexical morphology to teaching contexts. Preliminary results of the pilot study, as indicated by improved performance in post-tests, suggest a positive effect of morpho-lexical knowledge on pronunciation.


List of References

Katamba, Francis/Stonham, John (2006). Morphology. Houndmills et al: Palgrave McMillan.

KMK (2012). Bildungsstandards für die fortgeführte Fremdsprache (Englisch/Französisch) für die Allgemeine Hochschulreife.[, 03.11.2017].

Nunan, David (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.

Pressley, Michael/Harris, Karen (1994). “Increasing Quality of Educational Intervention Research”. In: Educational Psychology Review, 6 (3).  191-208.

Schmidt, Claudia (2010). „Sprachbewusstheit und Sprachlernbewusstheit“. In: Krumm, Hans-Jürgen/Fandrych, Christian/ Hufeisen, Britta/Riemer, Claudia(ed.). Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch. Berlin et al: DeGruyter. 858-866.

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