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

guenter.nold@udo.edu

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.