ABSTRACT
Chapter 8 is the second of two results sections. Within this analysis, social variables, which were collected via background questionnaires, will be combined with the monolingual and bilingual learners’ English use. This chapter reports on the general use of verbs in terms of their formal correctness and target-like use, and then, more specifically, presents the use of the progressive aspect as well as present versus past time reference. Finally, it offers a comparison between the written and spoken production of the participants. All analyses include data from the monolingual German as well as the three bilingual groups (Russian-German, Turkish-German, and Vietnamese-German). Hence, a contrasting view will be provided on the English production of monolingual and bilingual secondary school children who received comparable formal English training in Germany. Generalized logistic regression models are used to analyze each dependent variable while controlling for nine or ten fixed effects: language group, age, age of onset of acquiring German, attitudes toward English (difficult, useful), number of books per household, socio-economic status, school type, and, if applicable, mode (written, spoken). In addition, conditional inference trees supplement or replace the regression models whenever appropriate.
