@article{28348, abstract = {{This article explores the interplay between learners’ linguistic and personal objectives as well as evaluations of their achievements in study-abroad contexts, an area that has thus far remained widely unexplored given the prevalence of product-oriented, outcomes-based research. The study draws on the case of one Canadian student of German who studied abroad at a German university for one year. To adopt an emic perspective, the data gained from a learning history questionnaire, semi-structured interviews, and e-journals were analyzed and interpreted within the framework of narrative analysis. The results show not only that learners’ sojourn objectives may be complex, dynamic, and contradictory in nature but also that they need to be examined beyond their face value, as they are entangled with learners’ negotiations of desirable subject positions and attempts to integrate their sojourn experiences, successes, and frustrations in a coherent and positive life narrative.}}, author = {{Müller, Mareike}}, issn = {{0008-4506}}, journal = {{The Canadian Modern Language Review}}, keywords = {{individual differences, learner beliefs, narrative analysis, sojourn objectives and evaluations, study abroad}}, number = {{1}}, pages = {{24--47}}, title = {{{“As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements}}}, doi = {{10.3138/cmlr.3319}}, volume = {{73}}, year = {{2017}}, } @article{17184, abstract = {{There is ongoing discussion on the function of the early production of gestures with regard to whether they reduce children's cognitive demands and free their capacity to perform other tasks (e.g., Goldin-Meadow & Wagner, 2005) or whether young children point in order to share their interest or to elicit information from their caregivers (e.g., Begus & Southgate, 2012; Liszkowski, Carpenter, Henning, Striano & Tomasello, 2004). The different assumptions lead to diverse predictions regarding infants' gestural or multimodal behavior in recurring situations, in which some objects are familiar and others are unfamiliar. To examine these different predictions, we observed 14 children aged between 14 and 16 months biweekly in a semi-experimental situation with a caregiver and explored how children's verbal and gestural behaviors change as a function of their familiarization with objects. We split the children into two groups based on their reported vocabulary size at 21 months of age (larger vs. smaller vocabulary). We found that children with a larger vocabulary at 21 months had an increase in their pointing with words toward unfamiliar objects as well as in their total amount of words, whereas for children with smaller vocabularies we did not find differences in relation to their familiarization with objects. We discuss these findings in terms of a social-pragmatic use of pointing gestures.}}, author = {{Grimminger, Angela and Lüke, Carina and Ritterfeld, Ute and Liszkowski, Ulf and Rohlfing, Katharina}}, issn = {{2191-9194}}, journal = {{Frühe Bildung}}, keywords = {{gesture, pointing, familiarity, individual differences}}, number = {{2}}, pages = {{91--97}}, publisher = {{Hogrefe & Huber Publishers}}, title = {{{Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz}}}, doi = {{10.1026/2191-9186/a000257}}, volume = {{5}}, year = {{2016}}, }