central results of the desi study: competences in german as l1 and l2 in the context of the german...
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Central Results of the DESI Study: Competences in German as L1 and L2 in
the Context of the German School System
Guenter Nold University of Dortmund
Outline
DESI: objectives Test construct and task characteristics DESI competence scales Test results Background variables
AssessAchievement
in spoken and writtenGerman (L1/L2) and
English as FLat grade 9,
all types of schools
Investigatethe causes of the different
levels of achievement:cognitive,
affective/motivational,social,
classroom, home, society
Quantitative/qualitativeresearch design
ImplementChangesbased on
results
EvaluateEnglish Late
PartialImmersion
CLIL
Objectives of DESI
Objectives of DESI
The Test Battery of the German component
•reading competence
•writing competence
•orthographic competence
•language awareness
•lexical competence/vocabulary
•argumentation
Moving from a test construct to a proficiency scale
Construct Task
sTask Characteristics
Research
Curricula
Proficiency ScaleDifficulty Parameters
The reading competence test construct
The ability to locate important lexical phrases that are specifically
referred to, to locate and analyse difficult lexical items in the text, to infer meaning by establishing logical relations, to trigger prior knowledge (such as concept of
metaphor, comic or ironic meaning) in order to connect and compare it with information in the text,
to connect different parts in a text in order to infer meaning (e.g. motives in narratives, lines of argumentation in expository texts) and to develop a mental model of the whole text.
Scale of reading competence
Level A (first competence level):able to identify meaningful units in a sentence or paragraph as long as they
are explicit, Level B (second competence level):able to focus on a specifically important part of a text, to bridge a gap
between sentences, or to focus on a semantically or logically difficult part of a text,
Level C (third competence level):able to trigger more specific world or text knowledge so as to connect pieces
of information, frequently pieces at different parts in a text, and especially pieces that can explain motives or causation,
Level D (fourth competence level):able to develop and analyse comprehensive mental models of the whole text
that develop while reading, able to make sense of main characters/people and their relationships, of time relations and causality.
Result: reading competence overall
Overall the students reached the following levels at the end of grade 9/second testing point: 4 percent did not reach level A,62 percent reached level A,32 percent reached level B, 4 percent reached level C, 6 percent reached level D.
The reading test results in relation to school
types
Bildungsgang und Zeitpunkt im 9. Schuljahr
% d
er
Schü
ler
0
20
40
60
80
100
unter Niveau ANiveau ANiveau BNiveau C Niveau D
KompetenzniveauLesen Deutsch
Text production
The writing tasks focus on authentic situations:
a formal letter of complaint,
a personal letter to a friend.
The quality of the letters depends on
characteristics of content and formal aspects of a letter (text type characteristics)
- characteristics of lexical and syntactic aspects and also text grammar features.
Writing scale: the semantic and pragmatic dimension
Level A (first competence level) - mostly informal language, logically flawed in the presentation of ideas, no tribute to the essential text elements of a letter,
Level B (second competence level) - written communication
between the sender and receiver of a letter is possible without problems. Vocabulary is still rather limited. Yet, able to develop ideas, essential text elements of a letter emerging.
Level C (third competence level) - letter writing stylistically
appropriate, vivid and adequate in the choice of words, and logical in the presentation of ideas.
Writing scale: the language system related dimension
Level A (first competence level) Mistakes in orthography, punctuation, and syntax still quite common, the mistakes impact negatively on communication or even make it impossible to pass on goal-related information.
Level B (second competence level):
Orthography and syntax of the text are mostly adequate. Level C (third competence level):
The different aspects of the language system are adequate.
Result: writing competence overall
The overall text production of the students at the end of grade 9/second testing point:
The semantic and pragmatic dimension:Almost 30 percent not beyond level A (below the curricular norm),
60 percent at level B, 13 percent at level C.
The language system related dimension:About 33 percent at level A or below this level (3 percent),
67 percent of the students at level B or even C.
The writing test results in relation to school types:the semantic and pragmatic dimension
Bildungsgang und Zeitpunkt im 9.Schuljahr
Haupt
schu
le Beg
inn
Haupt
schu
le End
e
Realsc
hule
Beginn
Realsc
hule
Ende
IGS B
eginn
IGS E
nde
Gymna
sium
Beg
inn
Gymna
sium
End
e
% d
er S
chül
er
0
20
40
60
80
100
unter Niveau ANiveau ANiveau BNiveau C
KompetenzniveauTextproduktion Deutsch Semantik/Pragmatik
Language awareness
Focus on degrees of grammatical accuracy and stylistic adequacy of the students` language use and their awareness of problem areas.
Both, test of explicit knowledge of grammatical categories
and test of ability to monitor and correct inappropriate and incorrect language items.
Language awareness (2)
Three linguistic phenomena highlighted :- grammatical phenomena that are acquired
late or are affected by current language change (e.g., the distinction between dative and accusative case, congruence in a complex sentence, genitive case, subjunctive forms),
- indirect speech and use of the subjunctive,- stylistic aspects (semantic collocations, aspects of
subjunctive /Konjunktiv 1 and 2)
The task items involve error correction, applying grammatical terminology, and using language creatively on a small scale.
Language awareness scale
Level A (first competence level): Simple grammatical awarenessAble to identify obvious grammatical mistakes, in some cases also capable of correcting mistakes,
Level B (second competence level): Simple stylistic awarenessAble to use appropriate style and to produce coherent text if the context and content are simple,
Level C (third competence level): Extensive grammatical monitoringAble to identify and to correct grammatical mistakes, even if the grammatical phenomena are
difficult. In addition, able to apply simple grammatical terms to examples of language use,
Level D (fourth competence level): Extensive stylistic monitoringAble to identify complex stylistic mistakes and to correct them. In addition, able tocope with linguistic ambiguities,
Level E (fifth competence level): Active use of declarative language knowledgee.g., able to comment on different types of subjunctive when used in a text.
Language awareness results overall
at the end of grade 9/second testing point: about 25 percent of the students below level A,about 20 percent at level A, about 22 percent at level B,about 20 percent at level C,
about 12 percent at level D, and 1 percent at level E.
Language Awareness and school types
Bildungsgang und Zeitpunkt im 9. Schuljahr
Haupt
schu
le B
egin
n
Haupt
schu
le E
nde
Realsc
hule
Beg
inn
Realsc
hule
End
e
IGS B
egin
n
IGS E
nde
Gymna
sium
Beg
inn
Gymna
sium
End
e
% d
er S
chül
er
0
20
40
60
80
100
unter Niveau ANiveau ANiveau BNiveau CNiveau DNiveau E
KompetenzniveauSprachbewusstheitDeutsch
Bildungsgang und Zeitpunkt im 9. Schuljahr
Haupt
schu
le B
egin
n
Haupt
schu
le E
nde
Realsc
hule
Beg
inn
Realsc
hule
End
e
IGS B
egin
n
IGS E
nde
Gymna
sium
Beg
inn
Gymna
sium
End
e
% d
er S
chül
er
0
20
40
60
80
100
unter Niveau ANiveau ANiveau BNiveau CNiveau DNiveau E
KompetenzniveauSprachbewusstheitDeutsch
Three further competences
Orthographic competence Lexical competence Argumentation
(not dealt with here in detail)
The language competences of boys and girls mean of all the tests of the German component
DESI-Test
DE
SI-
Tes
twer
t(M
ittel
we
rte
+ K
onfid
enzi
nter
valle
)
460
480
500
520
540
MädchenJungen
Students with/without a migration background Students without migration background 92 % of German L1 speakers 21 % of bi- or multilingual 5 % of non-German L1 speakers Students with one parent born abroad 6 % of German L1 speakers 32 % of bi- or multilingual 8 % of non-German L1 speakers Students born in Germany, parents born abroad 1 % of German L1 speakers 28 % of bi- or multilingual 32 % of non-German L1 speakers
Students and parents born abroad 1 % of German L1 speakers 19 % of bi- or multilingual 54 % of non-German L1 speakers
Students with a migration background(German L1, bi-multilingual, non-German L1)
and school type
Anteil in den verschiedenen Bildungsgängen
0% 20% 40% 60% 80% 100%
Ers
tspr
ache
deutsch
mehrsprachig
nicht deutsch
Hauptschule Realschule IGS Gymnasium
The overall competences in German and school background
The German competences of the non-German L1 student population is particularly problematic in the school types where their share is relatively high, typically in H- and IGS-schools.
Socio-economic status and cultural capitalof the family
non-German L1 students: families with the lowest status/capital (value of 40 on a scale of up to 90 points),
German L1 students: families with a relatively high status/capital (value of 50).
The bi- and multilingual group is closer to this group (value of 47).
The overall competences in German and language background
Students with German L1:
German competences 92 points higher on the DESI scale than students with non-German L1.
The bi- or multilingual group closer to the German L1 group (minus 27 points).
The effect of the language background (bi-multilingual, non-German L1) on overall competences in German and English
> German > English
E f f e k t d e s S p r a c h h i n t e r g r u n d e s( m i t K o n f i d e n z i n t e r v a l l )
- 6 0 - 4 0 - 2 0 0 2 0 4 0
Ko
mp
ete
nz
be
re
ich
D e u t s c h
E n g l i s c h
M e h r s p r a c h i gN i c h t D e u t s c h
Socio-economic background, cultural capital, education of parents and competences in maths, German, and English
Schülerkompetenzen nachkulturellen Besitztümern
PISA Mathematik
DESI Deutsch
DESI Englisch
440
460
480
500
520
540
560
580
Schülerkompetenzen nachsozioökonomischem Status
PISA Mathematik
DESI Deutsch
DESI Englisch
Sch
üler
kom
pete
nzen
440
460
480
500
520
540
560
580
Schülerkompetenzen nachBildung der Eltern
PISA Mathematik
DESI Deutsch
DESI Englisch
440
460
480
500
520
540
560
580
Primar- / Sekundarstufe I
Sekundarstufe II Tertiärer Bereich
niedrig unteres Mittel
oberes Mittel hoch
niedrig unteres Mittel
oberes Mittel hoch
Background variables
and language competences
Relevant predictors of competence development in the German component of DESI
- the cultural capital of the family,- the socio-economic status of the family,- the migration background (a risk in German
L1, positive in English L2)
- a German speaking family.
Thanks!
Publications: Beck, B. & Klieme, E. (ed.)(2006). Sprachliche Kompetenzen:
Konzepte und Testinstrumente zur Messung der Leistungen im Deutschen und Englischen. Weinheim: Beltz (in press).
The DESI Consortium (ed.)(2007). Volume (2) Weinheim:Beltz (in preparation).
Further DESI publications (2006) on the internet and in periodicals.