eckep

Image
eckep@arizona.edu
Phone
(520) 621-3202
Ecke, Peter M
Professor

Peter Ecke is Professor of Second Language Acquisition and German and teaches courses on applied linguistics, second language acquisition, multilingualism, intercultural communication, testing and assessment, and German language and culture. He is a faculty member in the Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching. His research interests include second and third language acquisition, vocabulary acquisition, language attrition, bilingual speech including lexical errors and word finding problems, the effects of study abroad on language and intercultural competence development, and the learning and teaching of German in the United States. Below is a list of representative research areas and publications. More information about Peter Ecke can be found on Research Gate, ORCID, Google Scholar or Academia.

Complete List of Publications

Selected Publications

Vocabulary acquisition and lexical production in multilingual speakers

Ecke, P. (2022). Grammatical gender and article use in beginning learners of German. In. D. Ayoun (Ed.), The acquisition of gender: Crosslinguistic perspectives (pp. 127-156). Amsterdam: John Benjamins. DOI.

Ecke P., & Hall, C.J. (2021). Bilingual aspects of the Ontogenesis Model: Parasitic connections at all levels of representation? Bilingualism: Language and Cognition, 1–2. DOI.

Ecke, P., & Hall, C. J. (2021). The Parasitic Model: Lexical acquisition and its impact on morphosyntactic transfer. Linguistic Approaches to Bilingualism, 11(1), 45-49. DOI.

Ecke, P.. & Rott, S. (Eds.) (2018). Understanding vocabulary learning and teaching: Implications for language program development (AAUSC Volume 2018). Boston, MA: Cengage. Open access.

Ecke, P., & Rott, S. (2018). Vocabulary learning and teaching: Variables, relationships, materials, and curriculum development. In P. Ecke & S. Rott (Eds.), Understanding vocabulary learning and teaching: Implications for language program development (AAUSC Volume 2018) (pp. 1-9). Boston, MA: Cengage. Open access.

Shishkin, E., & Ecke, P. (2018). Language dominance, verbal fluency, and language control in two groups of Russian-English bilinguals. Languages, 3(3), 27. Open access.

Ecke, P. (2015). Parasitic vocabulary acquisition, cross-linguistic influence, and lexical retrieval in multilinguals. Bilingualism: Language and Cognition, 18, 145-162. Abstract.

Ecke, P. (2015). Was (oft lustige) Fehler und Wortfindungsprobleme über Wortschatzlern- und Verarbeitungsprozesse enthüllen. [What (often funny) errors and word finding problems can reveal about word learning and processing. In M. Löschmann (Ed.), Humor im Fremdsprachenunterricht (pp. 95-111). Frankfurt am Main: Peter Lang. Abstract.

Ecke, P. (2009). The tip-of-the-tongue phenomenon as a window on (bilingual) lexical retrieval. In A. Pavlenko (Ed.), The bilingual mental lexicon: Interdisciplinary approaches (p. 185-208). Bristol: Multilingual Matters. Abstract.

Hall, C. J., Newbrand, D., Ecke, P., Sperr, U., Marchand, V., & Hayes, L. (2009). Learners’ implicit assumptions about syntactic frames in new L3 words: The role of cognates, typological proximity, and L2 status. Language Learning, 59(1), 153-202. Abstract.

Ecke, P. (2008). Cross-linguistic influence on word search in tip-of-the-tongue states. TESOL Quarterly, 43(3), 515-527. Abstract.

Language attrition and forgetting

Ecke, P., & Hall, C. J. (2013). Tracking tip-of-the-tongue states in a multilingual speaker: Evidence of attrition or instability in lexical systems? International Journal of Bilingualism, 17(6), 734 – 751. Abstract.

Ecke, P. (2008). Die Kosten der Mehrsprachigkeit: Zeit und Fehler bei der Wortfindung. [The costs of multilingualism: Time and errors during word retrieval] Babylonia, 16(2), 26-30. Abstract.

Ecke, P. (2004). Language attrition and theories of forgetting: A cross-disciplinary review. International Journal of Bilingualism, 8(3), 321-354. Abstract.

Language and intercultural competence development during study abroad 

Ecke, P. (2022). Quantitative study abroad research: Challenges and recommendations. In J. McGregor & J. Plews (Eds.), Designing second language study abroad research (pp. 23-42). Palgrave Macmillan, Cham. Abstract.

Ecke, P. (2020). Wahrnehmungen von Nationalkulturen und Lernfortschritten im kurzfristigen Auslandsstudium amerikanischer Studierender in Deutschland. In C. Altmayer, C. von Maltzan & R. Zabel (Eds.), Zugehörigkeiten: Ansätze und Perspektiven in Germanistik und Deutsch als Fremd- und Zweitsprache (pp. 121-140). Tübingen: Stauffenburg. Abstract.

Ecke, P. (2014). The effects of study abroad in the German-speaking world: A research review. Die Unterrichtspraxis: Teaching German, 47(2), 121-139. Abstract.

Ecke, P. (2013). US-amerikanische DaF-Studenten im kurzfristigen Auslandsstudium: Meinungen und Einstellungen gegenüber Vertretern der eigenen und der fremden Kultur. [US students of German in short-term study abroad: Opinions and attitudes about members of own and other cultures.] In C. Fandrych, A. R. Galván Torres, W. Heidermann, U. Pleß, & E. Tschirner, (Eds.), Text, Diskurs und Translation im Wandel. Transformationen in der lateinamerikanischen Germanistik (pp. 167-176). Tübingen: Stauffenburg Verlag. Abstract.

Ecke, P. (2013). Designing and running a short-term study abroad program in Germany: Guidance for new program directors. Neues Curriculum, 1-27. Abstract.

Badstübner, T., & Ecke, P. (2009). Students’ expectations, target language use, and perceived learning progress in a summer study abroad program in Germany. Die Unterrichtspraxis: Teaching German, 42(1), 41-49. Abstract.

Assessment in and of second language programs

Al-Bahlani, S. M., & Ecke, P. (2023). Assessment competence and practices including digital assessment literacy of postsecondary English language teachers in Oman (37 pages). Cogent Education, 10(2), 2239535. https://doi.org/10.1080/2331186X.2023.2239535

Ecke, P. (2020). Assessment in a learner-centered conversation class. In E. White & T. Bucher Barbosa da Silva (Eds.), Classroom assessment for language teaching: Challenges, choices, and consequences (pp. 101-139). Cambridge Scholar Publications. Abstract.

Ecke, P. (2019). Planning and assessing group (video) projects in foreign language classes. In E. White & T. Delaney (Eds.), Handbook of research on assessment literacy and teacher-made testing in the language classroom (pp. 126-139). Hershey, PA: IGI Global. DOI: 10.4018/978-1-5225-6986-2.ch007 Abstract.

Ecke, P. & Ganz, A. (2015). Student analytics as part of the longitudinal evaluation of language programs. In N. Mills & J. Norris (Eds.), Innovation and accountability in foreign language program evaluation (pp. 62-82). Boston: Heinle, Cengage Learning. Abstract. (A presentation based on this article can be found on YouTube.)

Ecke, P. (2012). Assessing culture learning and intercultural competence development. In Diógenes Cândido de Lima (Ed.), Language and its cultural substrate: Implications for a globalized world (pp. 109-124). Campinas, SP: Pontes Editores and Vitória da Conquista, BA: Edições UESB. Abstract.

The learning and teaching of German in the United States

Ecke, P. (2020). Deutsch als Fremdsprache in den USA: Forschungsschwerpunkte aus Die Unterrichtspraxis/Teaching German. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 25(1), 911-917. Open access.

Ecke, P. (2015). Kinderfernsehsendungen im Unterricht Deutsch als Fremd- und Zweitsprache – Lächerlich oder lustig? In M. Löschmann (Ed.), Humor im Fremdsprachenunterricht (pp. 75-93). Frankfurt am Main: Peter Lang. Abstract.

Ecke, P. (2013). Deutschunterricht und Ausbildung von DaF-Lehrern und Germanisten in den USA. In F. Grucza & J. Zhu (Eds.), Akten des XII. Internationalen Germanistenkongresses Warschau 2010: Vielfalt und Einheit der Germanistik weltweit,  Band 18 (pp. 251-257). Frankfurt am Main: Peter Lang.

Ecke, P. (2011). The state of German in the United States: A statistical portrait and a call for teachers. German as a Foreign Language, 12, 55-83. Abstract.

Currently Teaching

GER 150B1 – Becoming Transcultural: Maximizing Study Abroad

This course helps students prepare for challenges of intercultural communication during study, work, and travel abroad and in their home country. Using perspectives and methods from various disciplines, we analyze differences in verbal and nonverbal behavior, communication style preferences, intercultural relationships, conflict resolution styles, and adaption to life in culturally different environments(including in education, tourism, business, and healthcare contexts).

This course helps students prepare for challenges of intercultural communication during study, work, and travel abroad and in their home country. Using perspectives and methods from various disciplines, we analyze differences in verbal and nonverbal behavior, communication style preferences, intercultural relationships, conflict resolution styles, and adaption to life in culturally different environments(including in education, tourism, business, and healthcare contexts).

GER 498H – Honors Thesis

An honors thesis is required of all the students graduating with honors. Students ordinarily sign up for this course as a two-semester sequence. The first semester the student performs research under the supervision of a faculty member; the second semester the student writes an honors thesis.

An honors thesis is required of all the students graduating with honors. Students ordinarily sign up for this course as a two-semester sequence. The first semester the student performs research under the supervision of a faculty member; the second semester the student writes an honors thesis.

GER 518 – Intercultural Communication and Second Language Acquisition

Intercultural Communication (ICC) and Second Language Acquisition (SLA) is a graduate course on theory, research and practice of communication between people from different cultures and how it relates to language learning. The course is designed for future language professionals (e.g., teachers, translators, and researchers). It will (a) help them prepare themselves for intercultural encounters and develop the skills needed to communicate effectively and appropriately when interacting and collaborating with people that are culturally different from themselves and (2) it will help them prepare to teach, and/or conduct research about ICC and SLA.

GER 150A1 – Becoming Multilingual: Learning and Maintaining Two or More Languages

This course explores the human ability to acquire and maintain two, three, or more languages over a lifetime (i.e., the ability to become multilingual). It examines the factors that contribute to successful language learning and maintenance and that counteract language forgetting and loss. It discusses ways (methods, approaches, and strategies) through which languages can be taught in child-and adulthood, in family and school settings, and demonstrates the importance of multilingual and multicultural skills in a variety of professions. At the end of the course, participants will have gained insights that will help them make informed decisions with respect to their own language learning and use while in college, in their professional careers, and in their (future) families.

This course explores the human ability to acquire and maintain two, three, or more languages over a lifetime (i.e., the ability to become multilingual). It examines the factors that contribute to successful language learning and maintenance and that counteract language forgetting and loss. It discusses ways (methods, approaches, and strategies) through which languages can be taught in child-and adulthood, in family and school settings, and demonstrates the importance of multilingual and multicultural skills in a variety of professions. At the end of the course, participants will have gained insights that will help them make informed decisions with respect to their own language learning and use while in college, in their professional careers, and in their (future) families.

This course explores the human ability to acquire and maintain two, three, or more languages over a lifetime (i.e., the ability to become multilingual). It examines the factors that contribute to successful language learning and maintenance and that counteract language forgetting and loss. It discusses ways (methods, approaches, and strategies) through which languages can be taught in child-and adulthood, in family and school settings, and demonstrates the importance of multilingual and multicultural skills in a variety of professions. At the end of the course, participants will have gained insights that will help them make informed decisions with respect to their own language learning and use while in college, in their professional careers, and in their (future) families.

GER 480 – Applied Linguistics for German as a Foreign language

Issues in and methods of applied linguistics with emphasis on Germanic languages. Student taking GER 480 for German Studies credit must have advanced proficiency in German.

GER 580 – Applied Linguistics for German as a Foreign Language

Issues in and methods of applied linguistics with emphasis on Germanic languages. Student taking GER 480 for German Studies credit must have advanced proficiency in German. Graduate-level requirements include an in-depth research paper on an aspect of applied linguistic research. Students taking GER 580 for German Studies credit must have advanced proficiency in German.