Prof. Dr. Peter Kosta Chair Slavic Linguistics, Department of Slavic
Languages and Literatures
Forschungsschwerpunte/Research:
Biolinguistics, Universals, Theory of Language, Generative Syntax, Formal Semantics,
Speech Act Theory, Conversational Analysis
Current Research Projects:
1. Title of the project:
“Differentiated linguistic and genetic explorations of language impairments and disorders within a biolinguistic approach
on language faculty and language design (UG)”
Goal: We argue that an understanding of the faculty of language requires substantial interdisciplinary cooperation. One of
the possible methods how to get access to what the recent work on biolinguistics has called HL (language faculty in the
narrow sense, cf. Chomsky 2005; Hauser, Chomsky, Fitch 2002) is to explore the type of language impairments and disorders
that are attested as genetically inherited disorders of different types ensuring at the same time that other deficits of
cognition or cognitive capacities based on genetic mutations are not concerned.
Method: Our research focuses on ca. 100 families with genetically inherited and attested language disorders and speech
impairments of different types; test groups: preferably monozygotic twins and one more member in the same family, all
together 200 test persons
Partners:
Dr. Hartmut Peters (Moleculargenetic diagnostics, Charité Berlin)
PD Dr. Uli Sauerland (Zentrum für Allgemeine Sprachwissenschaft, Berlin)
Prof. Dr. Peter Kosta (Slavic Department, Slavic linguistics, University of Potsdam)
Output: Monograph, articles
2. Title of the project:
“Improving foreign language reading comprehension”
Object/goal: Our proposal addresses foreign language reading comprehension based on current linguistic theory. Central is
the fact that text comprehension in any language depends on syntactic and semantic processing and on making inferences on
different levels. At the microlevel, comprehension depends on processing for establishing relations such as case structure
role assignment, and inferences are made e.g. about coreference in the case of anaphoric expressions such as pronouns. At
higher levels, inferences are made to determine main topics, goals, intentions, causal relationships, emotional causes,
responses, author's intent, etc. Linguistic cues, e.g. cohesion markers and signaling devices such as section titles aid in this
process. Also prior knowledge plays a part; in particular knowledge of text structures and content typically found in given
domains.
In a foreign language, processing at all levels will be slower, less automatic and less reliable, and reading comprehension can
break down at different levels. Furthermore, partial knowledge of a different culture may produce different beliefs in the
reader from those intended by the author of the text. We aim at developing approaches to foreign-language reading
designed to develop processing and inferencing skills, constructing a bridge between the biological and social-cultural
dimensions of processing and understanding written discourse.
Context: The focus of the project is reading comprehension, which is a basic skill in foreign language competence and is
essential in the language classroom and in initiatives such as the Council of Europe's Language Portfolio.
In reading in any language, native or foreign, processing and inferencing take place on many cognitive levels. For a proficient
reader, some are completely automatic, with very little cognitive effort, such as assignment of thematic roles in the
sentence. Other inferences are routine and require more processing resources while they are still reliably and quickly
executed, such as establishing the agent's goal in an action. Strategic inferences depend on the reader's goals and
comprehension strategies, but are also relatively quick processes for a competent reader; they may include inferences about
states not causally related to the story plot. Examples are the knowledge and beliefs of the agent, and location of objects.
On-line inferences, finally, are made after the text has been comprehended, and take time, effort, and possibly also study
and reflection. An example of such an inference is author's intent.
Our project aims at developing new methodologies for pupils with various language backgrounds learning different foreign
languages. The native languages of the students in our project will mainly include Norwegian, Italian, German, and Polish.
The foreign languages in focus will be English, German and French (in Norway), English, German (in Italy), Slavic languages (in
Germany), and English (in Poland).
Methodology and strategies developed will have applicability not only to the foreign languages in focus in our project but
also to other foreign language classrooms. Many of the principles will also extend to other situations and may thus be
relevant for speakers of minority languages in majority language classrooms, other language classrooms, and, ultimately
possibly also for native-language reading comprehension in normal and dyslexic subjects.
Partners:
Prof. Dr. Mila Dimitrova-Vulchanova (Department of Modern Languages, Director of NTNU Language Acquisition and
Language Processing Lab, The Norwegian University of Science and Technology (NTNU), 7491 Trondheim – Norway)
Prof. Dr. Peter Kosta (Slavic Department, Slavic linguistics, University of Potsdam)
Prof. Dr. Giuliana Giusti (Associate professor, Università Ca' Foscari di Venezia, Italy)
Prof. Dr. Anna Ewert (Adam Mickiewicz University, Poznan, Poland)
Output: Monograph, articles
3. Title of the project:
“Language Use and Language Identity: Case Studies on Vitality and Endangerment of Languages and
Cultures of Microcommunities in Europe after 2000”
Obectives: Languages are humankind’s principle tools for interacting and for expressing ideas, emotions, knowledge,
memories and values. Languages are also primary vehicles of cultural expressions and intangible cultural heritage, essential
to the identity of individuals and groups. Safeguarding endangered languages is thus a crucial task in maintaining cultural
diversity worldwide. In 2002 and 2003, UNESCO asked an international group of linguists to develop a framework for
determining the vitality of a language in order to assist in policy development, identification of needs and appropriate
safeguarding measures. This Ad Hoc Expert Group on Endangered Languages elaborated a landmark concept paper entitled
“Language Vitality and Endangerment”, which established the following nine criteria:
 Absolute number of speakers
 Intergenerational language transmission
 Community’s member attitudes towards their own language
 Shifts in domains of language use
 Governmental and institutional language attitudes and policies, including official status and use
 Type and quality of documentation
 Response to new domains and media

Availability of materials for language education and literacy
 Proportion of speakers within the total population
The present study on language and identity tries to find objective linguistic, psychological and social as well as economy
criteria how to analyze and quantify data on the following parameter of language vitality and endangerment:
 Community’s member attitudes towards their own language
 Shifts in domains of language use
 Governmental and institutional language attitudes and policies, including official status and use
 Type and quality of documentation
 Response to new domains and media

Availability of materials for language education and literacy
Partners:
PD Dr. Lilia Schürcks (leader) (Associate professor, Slavic linguistics, Department of Slavic Languages and Literatures,
University of Potsdam)
Peter Kosta (Chair of Slavic Languages, Department of Slavic Languages and Literatures, University of Potsdam)
Prof. Dr. Barbara Krahé (Allgemeine Psychologie I und Allgemeine und Biologische Psychologie, sowie
Entwicklungspsychologie, Universität Potsdam)
Prof. Dr. Olga Pollatos (Juniorprofessur Motivation und Emotion, Universität Potsdam)
Output: Monograph, articles