Negative Erfahrung im Zweitspracherwerb: Eine Studie zur Entwicklung der Interlanguage von Kindern einer deutsch-französischen Kindertagesstätte in Berlin

Abstract

The following contribution informs readers about the results of a qualitative study on the theme of negative formative experiences in the language acquisition of two- to six-year-old children in a bilingual German-French daycare centre in Berlin. The article introduces the theme of negative formative experiences and explicates how the investigated „negative experiences“ were related to the existence of a learner’s inner language (interlanguage) (Selinker, 1972, p. 214) and aligned with three previously defined competence areas. A working hypothesis was established for each of the three competence areas, and its proof or disproof is described and anlaysed with examples in the article.