(Early) introduction of writing in the English lessons - Deliberations on time and method based on psycholinguistic studies

Anke Treutlein, Karin Landerl, Hermann Schöler

Research output: Contribution to journalArticleResearchpeer-review

Abstract

In elementary school, foreign language learning (dominantly English) is common in German-speaking countries and has a strong focus on verbal communication during the early years. It is, however, controversially discussed whether or not written skills should be taught as well, when exactly they should be introduced, and what method of teaching is most adequate. Empirical findings from psycholinguistic studies are important in order to develop evidence-based methods of best practice. In the current review we focus on word receding skills and discuss research investigating the impact of early contact on written English and findings on the interference of the native language orthography. We also present evidence on receding strategies among English native speakers as well as among German learners of English, and their experience-based developmental changes. The main conclusion based on this review is that the teaching of English orthography to German learners should follow a systematic approach based on the particular orthographic structure of words.

Translated title of the contribution(Early) introduction of writing in the English lessons - Deliberations on time and method based on psycholinguistic studies
LanguageGerman
Pages3-27
Number of pages25
JournalZeitschrift fur Fremdsprachenforschung
Volume24
Issue number1
Publication statusPublished - 2013

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psycholinguistics
deliberation
orthography
verbal communication
method of teaching
foreign language
best practice
evidence
elementary school
speaking
interference
contact
present
Teaching
language
learning
time
Psycholinguistics
Deliberation
experience

Cite this

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title = "(Fr{\"u}he) Schrifteinf{\"u}hrung im Englischunterricht - {\"U}berlegungen zu Zeitpunkt und Methode auf Grundlage von psycholinguistischen Studien",
abstract = "In elementary school, foreign language learning (dominantly English) is common in German-speaking countries and has a strong focus on verbal communication during the early years. It is, however, controversially discussed whether or not written skills should be taught as well, when exactly they should be introduced, and what method of teaching is most adequate. Empirical findings from psycholinguistic studies are important in order to develop evidence-based methods of best practice. In the current review we focus on word receding skills and discuss research investigating the impact of early contact on written English and findings on the interference of the native language orthography. We also present evidence on receding strategies among English native speakers as well as among German learners of English, and their experience-based developmental changes. The main conclusion based on this review is that the teaching of English orthography to German learners should follow a systematic approach based on the particular orthographic structure of words.",
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(Frühe) Schrifteinführung im Englischunterricht - Überlegungen zu Zeitpunkt und Methode auf Grundlage von psycholinguistischen Studien. / Treutlein, Anke; Landerl, Karin; Schöler, Hermann.

In: Zeitschrift fur Fremdsprachenforschung, Vol. 24, No. 1, 2013, p. 3-27.

Research output: Contribution to journalArticleResearchpeer-review

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