German Proficiency Research Articles

독일어능력시험 B1의 영역별 통합 교수-학습 모형 적용과정에서 나타나는 산출오류 및 효과분석

The purpose of this study is to analyze the output errors in the application of the integrated teaching-learning model and to verify the effectiveness of integrated teaching-learning process by area,‐specifically analyzing the results of actually taking B1. The data were collected from the students who participated in an integrated teaching-learning class of B1 in the output area by area specific and by scale. The results demonstrated that the content and formal elements of the reading and listening areas had positive effects on writing and speaking through the integrated teaching-learning process. Moreover, errors related to Erfüllung appeared most frequently in the first rating scale of writing and speaking. These errors can be expected to be a positive score change in a short time through education. Also, the lowest increase in grammar was observed. Therefore, the results imply that it is possible to overcome limitations by putting more weight on grammatical content through applying the area specific integrated teaching-learning model.

The Impact of Language Skills on Immigrants’ Labor Market Integration: A Brief Revision With a New Approach

Abstract I examine the impact of language skills on immigrants’ labor market performance by applying a new approach, which allows to estimate wage benefits attributed to initial language skills at arrival. By exploiting unique data, I isolate the endogenous part of current German skills and instrument current command by German proficiency measured retrospectively at the point in time of migration. This approach tackles the problem that labor market effects from current language skills are at risk to reflect merely the sum of a successful residence in Germany and only display growth effects. I find that a good command of German increases labor market income by 47.0% for males, while no significant language effects are detected for females. Further analyses illustrate that differences in language effects by gender can be attributed to selection into different occupations and part-time employments and that language operates complementary and enables cross-border transferability of human capital.

The Influence of Standard and Substandard Dutch on Gender Assignment in Second Language German

AbstractThis study investigated how standard and substandard varieties of first language (L1) Dutch affect grammatical gender assignments to nouns in second language (L2) German. While German distinguishes between masculine, feminine, and neuter gender, the masculine–feminine distinction has nearly disappeared in Standard Dutch. Many substandard Belgian Dutch varieties, however, still mark this distinction, making them more akin to German than Standard Dutch in this respect. Seventy‐one Belgian and 104 Netherlandic speakers of Dutch with varying levels of German proficiency assigned gender‐marked German articles to German nouns with Dutch cognates; these gender assignments were then compared to the cognates’ gender in the standard and substandard L1 varieties. While the gender assignments of both Belgian and Dutch participants were strongly influenced by the cognates’ Standard Dutch gender, the Belgians’ responses showed, at best, weak traces of the masculine–feminine distinction in substandard Belgian Dutch. Possible reasons for this weak substandard variety influence are discussed.Open PracticesThis article has been awarded Open Data, Open Materials, and Preregistered Research Design badges. All data, R code, materials, and appendices, along with preregistration for research design and analyses, are publicly accessible via the Open Science Framework at https://osf.io/5ahzj. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

Schmallenberg Virus Infection Diagnosis: Results of a German Proficiency Trial.

Since Schmallenberg virus (SBV), an orthobunyavirus of the Simbu serogroup, was detected in Central Europe in 2011 for the first time, numerous diagnostic test systems for genome or antibody detection have been established. Therefore, a laboratory proficiency trial with 28 veterinary laboratories was initiated to allow performance evaluations of the different veterinary diagnostic laboratories and the performance of the used assays. A panel of selected sera and bovine semen samples for the analysis by real-time PCR and an additional set of serum samples for serological analysis were provided. All participants were asked to investigate the samples with the test systems routinely used in their laboratory. While SBV-genome was reliably detected in serum samples, the sensitivity in semen samples seems to depend on the application of the recommended optimized nucleic acid extraction method (TRIzol® LS Reagent-based, Hoffmann etal., 2013, Vet. Microbiol., 167, 289). SBV-antibody-positive samples and sera negative for antibodies against Simbu serogroup viruses were in most cases correctly classified by the participants with the used commercial ELISA kits. However, a serum of the panel which contained antibodies against Akabane and Aino viruses, which are closely related to SBV, was repeatedly tested positive by two of four used ELISA kits. However, an excellent diagnostic sensitivity and specificity was achieved using a serum neutralization test. In conclusion, the here described German SBV proficiency test demonstrated that the available test systems allowed reliable SBV diagnostics in standard veterinary laboratories when recommended and approved assays are used.

Lexical constraints in second language learning: Evidence on grammatical gender in German.

The present study asked whether or not the apparent insensitivity of second language (L2) learners to grammatical gender violations reflects an inability to use grammatical information during L2 lexical processing. Native German speakers and English speakers with intermediate to advanced L2 proficiency in German performed a translation-recognition task. On critical trials, an incorrect translation was presented that either matched or mismatched the grammatical gender of the correct translation. Results show interference for native German speakers in conditions in which the incorrect translation matched the gender of the correct translation. Native English speakers, regardless of German proficiency, were insensitive to the gender mismatch. In contrast, these same participants were correctly able to assign gender to critical items. These findings suggest a dissociation between explicit knowledge and the ability to use that information under speeded processing conditions and demonstrate the difficulty of L2 gender processing at the lexical level.

L2 Learners’ Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech

In early stages of classroom language learning, many adult second language (L2) learners communicate primarily with one another, yet we know little about which speech stream characteristics learners tune into or the extent to which they understand this lingua franca communication. In the current study, 25 native English speakers learning German as a L2 with varying levels of German proficiency rated German speech produced by native speakers and fellow learners of German along three continua: accentedness, fluency, and comprehensibility. An examination of speech stream (i.e., phonological, fluency based, and lexical/grammatical) characteristics along with partial correlations indicates both that the raters distinguished among the three concepts but that they conflated the term fluency with proficiency. Self‐reported proficiency in German and linguistic training were the best predictors of the ratings assigned.

Pronunciation of German suffixes by Japanese native speakers of different proficiency levels

This study investigates an aspect of speech rhythm in German spoken by Japanese native speakers of different proficiency levels. Previous studies on the production of vowel reduction have indicated that this is an area of difficulty for non-native speakers. One study, working on the assumption that second language (L2) speech production is affected by first language (L1), suggested that Japanese native speakers tend to fail at producing the required vowel reductions in unstressed syllables. The present study further investigated this issue by dividing Japanese native speakers into two groups: advanced and elementary learners. The aim of the present study was to investigate acoustic properties of vowel quality (first and second formants) and quantity (durational ratio) of unstressed syllables in German suffixes on the basis of German proficiency levels and the influence of L1. From results, main effect was obtained for the proficiency levels; acoustic analysis showed significant differences between first two formants and durational ratio same to be the factors that caused the difference among the levels. This suggests that L2 learning process may accompany the acquisition of L2 sounds even when rhythmic structures differ between L1 and L2. [Work supported by JSPS.]

1420 – Patient's language proficiency and inpatient depression treatment

To analyze process and outcome quality of inpatient depression treatment depending on German language proficiency. Documentation of patients in 24 psychiatric hospitals in Baden-Württemberg (South Germany). The following three groups were matched according to age, gender, and education: native German speakers, non-native speakers with good German proficiency, and non-native speakers with limited German proficiency (67 in each group). Germans received more group psychotherapy than the other two groups (p = .003). No differences were found regarding pharmacotherapy. Non-native speakers with limited German proficiency were discharged an average of 19 days earlier than German speakers and 7 days earlier than non-native speakers with good German proficiency (p = .02). Compared to Germans, twice as many non-native patients with good German proficiency and nearly four times as many patients with limited German proficiency were discharged with depressive symptoms (p = .006). Results confirm the significance of linguistic factors for the effectiveness of treatment of depressive patients and show a direct impact of linguistic factors on length of hospitalization.

Impact of Patient Language Proficiency and Interpreter Service Use on the Quality of Psychiatric Care: A Systematic Review

This literature review examined the effects of patients' limited English proficiency and use of professional and ad hoc interpreters on the quality of psychiatric care. PubMed, PsycINFO, and CINAHL (Cumulative Index to Nursing and Allied Health Literature) were systematically searched for English-language publications from inception of each database to April 2009. Reference lists were reviewed, and expert sources were consulted. Among the 321 articles identified, 26 met inclusion criteria: peer-reviewed articles reporting primary data on clinical care for psychiatric disorders among patients with limited proficiency in English or in the provider's language. Evaluation in a patient's nonprimary language can lead to incomplete or distorted mental status assessment. Although both untrained and trained interpreters may make errors, untrained interpreters' errors may have greater clinical impact, compromising diagnostic accuracy and clinicians' detection of disordered thought or delusional content. Use of professional interpreters may improve disclosure in patient-provider communications, referral to specialty care, and patient satisfaction. Little systematic research has addressed the impact of language proficiency or interpreter use on the quality of psychiatric care in contemporary U.S. settings. Findings are insufficient to inform evidence-based guidelines for improving quality of care among patients with limited English proficiency. Clinicians should be aware of the ways in which quality of care can be compromised when they evaluate patients in a nonprimary language or use an interpreter. Given U.S. demographic trends, future research should help guide practice and policy by addressing deficits in the evidence base.

Ist Patientenzufriedenheit in der stationären Depressionsbehandlung von der Qualität sprachlicher Deutschkenntnisse abhängig?

To analyze patient satisfaction in inpatient depression treatment depending on German language proficiency. Documentation of patients in 24 psychiatric hospitals in Baden-Württemberg (South Germany). The following three groups were matched according to age, gender, and education: native German speakers, non-native speakers with good German proficiency, and non-native speakers with limited German proficiency (67 in each group). The number of unsatisfied patients was four times higher in the group of non-native speakers with limited German proficiency (24 %) than in the native German speakers group (6,5 %) and more then twice as high as in the group of non-native speakers with good German proficiency (10.2 %). Patient satisfaction was lower in the group of non-native speakers with limited German proficiency independent of treatment outcome than in both other groups, whereas in both groups with good German proficiency, satisfaction was associated with treatment outcome. Good linguistic understanding is more important for patient satisfaction in inpatient depression treatment than treatment outcome.

Patients' Language Proficiency and Inpatient Depression Treatment in Baden-Württemberg (South Germany)

Patients' Language Proficiency and Inpatient Depression Treatment in Baden-Württemberg (South Germany)

Patients' Language Proficiency and Inpatient Depression Treatment in Baden-Württemberg (South Germany)

This study analyzed whether quality of inpatient depression treatment was dependent on German language proficiency. Native German speakers and nonnative speakers with good or limited German proficiency (67 per group) hospitalized for depression in 24 psychiatric hospitals in Baden-Württemberg were matched by age, gender, and education. Germans received more group psychotherapy than the other two groups (p=.003). No differences were found in regard to pharmacotherapy. Those with limited German proficiency were discharged an average of 18 days earlier than native German speakers and six days earlier than those with good proficiency (p=.02). Twice as many nonnative patients with good proficiency and nearly four times as many patients with limited proficiency were discharged with lingering depressive symptoms (p=.006). Results confirmed the significance of linguistic factors for the effectiveness of treatment of patients with depression and showed a direct impact of linguistic factors on length of hospitalization.

How much German in German Studies?

MARGIT M. SINKA Clemson University In an effort to promote an exchange of ideas and more collaboration between the AATG and the German Studies Association, the AATG Executive Council requested and received a special time slot for an AATG session at the fall 2003 GSA convention in New Orleans. As Chair of the AATG Research and Scholarship Committee, I moderated the panel discussion on much German in German Studies? Sabine Gross (U.of Wisconsin), Robert DiDonato (Department Chair, Miami U.), Hal Rennert (U. of Florida, and William Donahue (in 2003 Department Chair at Rutgers U.; as of fall 2005 member of the German Department at Duke U.) presented prepared statements which were followed by a lively, forty-minute discussion between presenters and an audience numbering around fifty. By offering brief summaries of the comments given by the first three panelists, we wish to share with the readership of German Quarterly some of the issues discussed during the GSA panel. Donahue's position paper, included in its entirety after the summarizing statements, represents recent reflections on the GSA panel. Though all panelists were aware of enrollment dilemmas and attendant curriculum concerns, DiDonato emphasized these as he advocated the retention of a substantial array of English courses among the course offerings of German departments. German Studies, DiDonato stressed, should not be blamed for the erosion of the use of German in advanced German courses and, by implication, of German skills in general. Rather than looking for scapegoats for our dissatisfaction with the fact that many students' language abilities to do not enable them to read and discuss level-appropriate texts in German, we should consider wider adoption of content-based instruction, assuring that students acquire higher levels of language proficiency at the same time that they are acquiring more sophisticated knowledge/content and are moving to higher level thinking skills. Intentionally departing from a balanced view focused on how to assure the survival of departments of German, Gross urged us to view language knowledge not as an obstacle (a stance frequently underlying discussions about foreign language teaching) but as an opportunity to foster inherent student fascination with foreign languages. Regardless of the course level, Gross insisted, language is inseparable from knowledge-that is, language is not simply added on to knowledge; it, in fact, constitutes knowledge. In a similar vein, Rennert challenged those who argue that an insistence on German proficiency had the effect of isolating German Departments, and who advocated a shift of the discipline towards Cultural/German Studies as a way out of this isolation (cf. Peter Hohendahl, The Past, Present and Future of Germanistik, Stanford Humanities Review, vol. 6.1, 1998). How can German not be central to German cultural studies, Rennert wondered. And he went one step further: Since culture is transmitted via language, German Studies without German is simply meaningless. Donahue's recent thoughts on the GSA panel raise additional issues and may serve as an invitation to GQ readers to continue the discussion on much German in German Studies? WILLIAM COLLINS DONAHUE Duke University question posed to the GSA roundtable-How much German in German Studies?-seems to presuppose that German Studies is to blame for a perceived decline in German at US universities. Yet attributing the undeniable downturn in student enrollments in German programs to the rise of the German Studies model may be too hasty a conclusion. Obviously our colleagues working in history, political science, or other disciplines with an interest in things German are off the hook entirely. What people who make this charge-and they were certainly well represented at this session -really mean is that the move toward German Studies in what were once traditional German language and literature programs has gone hand in hand with greater use of English in the curriculum. …

Establishing measurement traceability in clinical chemistry

Measurement traceability is probably the most important tool for achievement of comparability in clinical chemistry. As stipulated by the In Vitro Diagnostica Directive of the European Union and several ISO standards, values assigned to calibrators and control materials must be traceable to reference materials and/or reference procedures of higher order. In the German proficiency testing system, statutory use of reference measurement procedures for several measurands has been in force since 1988. As a result, reference procedures are now regularly applied for the setting up of target values in the control samples of internal and external quality assessment and for assigning values to the manufacturer's calibrator and control materials. Noticeably, the comparability of results obtained by different diagnostic tests has greatly improved for the measurement of many metabolites and substrates, e.g. creatinine, cholesterol, uric acid, total glycerol and urea. For many measurands in laboratory medicine the implementation of the concept of traceability proves to be much more difficult; this mainly concerns the measurement of proteins, in particular enzymes, proteo-hormones, tumour markers and cardiac markers. For such measurands the analyte must first of all be distinctively defined before a reference system can be established which comprises reference procedures, reference materials and networks of reference laboratories.