Lexikalisches Priming von Mehrworteinheiten: Texte und Übungen für den Zweit- und Fremdsprachunterricht


  • Szilvia SZITA Université de Strasbourg

Mots-clés :



Language learning in classroom settings follows a fundamentally different pattern than the acquisition of speakers' L1. In this article, Hoey's Lexical Priming (2005) theory provides the theoretical framework for the description of the L1 acquisition process as well as its differences from L2 learning. A major claim of this theory is that every encounter with a linguistic item shapes the speakers' knowledge about its use. Thus, every encounter has a priming effect. Several factors may undermine helpful priming in the context of L2 learning, such as (1) existing primings from other languages, (2) simplified, atypical course book texts, (3) students' limited exposure to authentic language and (4) interactions with other learners displaying limited knowledge of the L2. Small authentic corpora organised by theme and genre as well as well-designed tasks can create "shortcuts" to helpful priming to counterbalance these effects. This article presents a possible methodology to create such pedagogical corpora for German. It will be shown that thematic coherence across various texts can help reveal topic-related vocabulary. We also propose various noticing and text production tasks for the language learning classroom to reinforce helpful primings. The presented approach was tested with students at Leiden University, whose feedback was overwhelmingly positive.




Comment citer

SZITA, S. (2022). Lexikalisches Priming von Mehrworteinheiten: Texte und Übungen für den Zweit- und Fremdsprachunterricht. Travaux neuchâtelois De Linguistique, 76. Consulté à l’adresse https://www.revue-tranel.ch/article/view/3480