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Research

The Comparative Psycholinguistics of Multilingualism

Our goal is to understand how children and adults learn language and how our brain/mind represents and processes language.

We address the following research question: Which factors modulate the acquisition, representation and processing of knowledge of language in bi- and multilinguals?

We aim to elucidate how multiple languages interact in the multilingual mind to understand how people navigate different languages and linguistic repertoires in different contexts. Moreover, we study language use in real time in order to understand interactions between language learning and processing.

Here are some of our current research projects:

BILDEV
Ini-Seg
SILPAC

More generally, we do research in the following areas:

English as the L1 and English as the L2

We study how monolingual and bilingual children and adults acquire the morphosyntax of English and/or German and how child acquisition compares to adult learning in different naturalistic and classroom contexts. We study how bilingual children learn to separate the two languages they acquire and the factors that cause morphosyntactic and lexical language mixing.

  • Acquisition and processing of case and gender in L2 German by L1 English learners (Hopp)
  • Code-mixing in German-English bilingual children and adults (Comes-Koch)
English as an L2 and English as an L3

We study how the acquisition of English as a second language (L2) compares to the acquisition of English as an L3 in children and adults in order to find out whether the L1 or the L2 affect further languages in differential ways (cross-linguistic influence).

  • Sprachliche und kognitive Ressourcen der Mehrsprachigkeit im Englischerwerb in der Grundschule (MEG-SKoRe; mit Dieter Thoma & Rosemarie Tracy, Mannheim)
Acquisition and Processing in and across Different Linguistic Domains

We study how bilingual and L2 learners acquire and process grammatical knowledge in and across different domains of language (e.g. phonetics, phonology, morphology, lexicon, syntax, semantics, pragmatics). We are particularly interested in how bilinguals and multilinguals segment the speech stream (phonology), break down words into smaller parts (morphology),build sentence structure (syntax) in real-time language processing, and interpret the meaning of the utterances (semantics/pragmatics).

  • Speech perception and processing under adverse conditions (Carroll)
  • Phonological processing (rhythm, intonation) in the L2 (Carroll)
  • Speech stream segmentation in ab initio learners of English and German (Von Holzen; Ini-Seg)
  • Morphological processing: inflection, derivation and compounding (Heyer)
  • Morpho-graphic regularities: Reflections of morphological structure in spelling (Heyer)
  • Predictive processing in L2 learners (Hopp; Safak)
  • Individual differences in grammatical L2 processing (Hopp) and in L2 speech processing (Carroll)
  • Grammatical interfaces in L2 Processing (Hopp)
  • Lexical effects on syntactic processing in adult L2 learners (Hopp)
Language Attrition and Second Language Acquisition

We study how cross-linguistic influence from a dominant L2 can lead to erosion of the native language in different populations and how development in language attrition compares to L2 acquisition.

  • Language attrition and L2 acquisition (Hopp)
  • Language attrition and grammatical restructuring (Hopp)
Linguistic and Cognitive Aspects of Multilingualism

We study cross-linguistic influences in multilingual speakers and how knowledge and use of more than one language affects metalinguistic awareness and cognitive processing. In a joint project with the University of Mannheim (MEG-SkoRE; 2014-2020), we investigate whether early multilingualism provides any general (cognitive) benefits in English language acquisition in primary school and/or whether specific language structures and features of the first and second languages transfer into English. The Ini-Seg project Ini-Seg) examines how knowledge of language and cognitive skills interact in shaping children’s capacity to learn a foreign language.

  • Sprachliche und kognitive Ressourcen der Mehrsprachigkeit im Englischerwerb in der Grundschule (MEG-SKoRe (2014-2020))
  • How variation in verbal and cognitive skills influence schoolchildren's initial processing of English (Ini-Seg)
Language Processing and Language Learning

We study how instruction, teaching, and input can change the implicit processing of grammatical knowledge in child and adult L2 learners. In a joint project with the TU Dortmund (Prof. Schimke), we study how language processing drives language learning (CoLeaP). In a DFG-funded project, we investigate how bilinguals adapt their grammatical processing to changes in the input and whether these processing mechanisms are related to historical language change (SILPAC).

  • CoLeaP: Language Processing and Language Learning (CoLeap)
  • SILPAC: Structuring the Input in Language Processing, Acquisition, and Change (SILPAC)
  • Between-language structural priming in production and comprehension (van Dijk; Hopp)

Methods

In our department, we use different types of methods, combining qualitative and quantitative analyses. In our eye-tracking lab, we have a state-of-the art remote and portable eye-tracker. In eye-tracking, participants read sentences or look at pictures while listening to language. A camera records their eye-movements up to 500 times a second in order to measure how they understand language. We also have several reaction-time computers, on which we run experiments about real-time language comprehension and production (e.g. lexical decision, priming, self-paced reading, etc.). We also use questionnaires, on-line surveys and speech and language recordings to analyse language acquisition and processing. Our experimental work links up with corpus work, and we have a rich collection of language (learning) corpora on English and German.

Student Involvement

We place a great emphasis on students' participation in research. Our teaching is research-driven, and students get involved in research in the department, and they design their own research projects for their finals' theses.

English Linguistics in the TU context

As an Institute of Technology, the TU Braunschweig places its emphasis on technology and related disciplines such as engineering and natural sciences. The Faculty of Humanities and Educational Sciences integrates into the overall TU profile. In English Linguistics, our experimental research uses state-of-the-art technology and is based on quantitative and qualitative methods of empirical research. We use technical methods of data collection and statistical data analysis. We encourage and value exchange and dialogue across disciplines, as is also evident in our participation in the interdisciplinary Master's programme "Kultur der technisch-wissenschaftlichen Welt" (Culture of the Technological and Scientific World).

International Cooperations

The department and our team have collaborations with many partners in the US, the UK, the Netherlands and other countries. We are a member of the international PIRE network (http://www.psu.edu/dept/cls/pire), in which many international partners collaborate. We regularly host visiting (graduate) students from Pennsylvania State University (USA) and other places, and we can send our students to our international partner institutions.

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