Peter M Ecke

Interests

Teaching

Applied linguistics for German as a foreign language, Theories of second language acquisition,Multilingualism: Learning and processing of multiple languages,Issues / methods in postsecondary foreign language teaching/learning, Becoming transcultural: Maximizing study abroad / intercultural communication,Becoming multilingual: Learning and maintaining two or more languages,German as a foreign language

Research

The multilingual lexicon,Errors and word finding problems in multilingual speakers,Vocabulary acquisition and lexical fluency,Study abroad effects on language and intercultural competence,Study abroad program administration,Intercultural competence development,The teaching of foreign languages in the United States, The development and assessment of intercultural competence,Television and video in foreign language education

Courses

Scholarly Contributions

Books

• Ecke, P. M., & Rott, S. (2018). Understanding Vocabulary Learning and Teaching: Implications for Language Program Development. Boston, MA: Cengage.
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  Vocabulary acquisition is an indispensable part of second language acquisition. It is crucial in the development of overall language proficiency and sub-skills, such as listening, reading, speaking, and writing. This book presents theoretical frameworks and research findings to a broad audience that extends beyond researchers who work in the field of vocabulary acquisition. The nine chapters in the collection provide insights into vocabulary learning mechanisms and discuss how these are relevant for effective language learning and teaching, material and textbook design, and curriculum development. They are intended to spark reflection and discussion among researchers, language program directors, teachers, and graduate students, and thereby contribute to the implementation of research-informed practices in curriculum design, material development, and the teaching and learning of second language vocabulary.

Chapters

• Ecke, P. (2022). Chapter 6. Grammatical gender and article use in beginning learners of German. In The acquisition of gender: Crosslinguistic perspectives(pp 127-156). John Benjamins Publishing Company. doi:10.1075/sibil.63.06eck
• Ecke, P. (2022). Grammatical gender and article use in beginning learners of German. In D. Ayoun (Ed.), The acquisition of gender(pp 127-156). Amsterdam:: John Benjamins. doi:https://doi.org/10.1075/sibil.63.06eck
• Ecke, P. M. (2022). Quantitative study abroad research: Challenges and recommendations.. In J. Plews & J. McGregor (Eds.), Designing second language study abroad research: Critical reflections on methods and data(pp 23-29). Cham: Palgrave Macmillan.
• Ecke, P. (2020). Wahrnehmungen von Nationalkulturen und Lernfortschritten im kurzfristigen Auslandsstudium amerikanischer Studierender in Deutschland. [Perception of national cultures and learning progress of American students in Germany]. In C. Altmayer & C. von Maltzan (Eds.), Zugehörigkeiten(pp 121-140). Tübingen, Germany: Stauffenberg.
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  This study investigates the motives, expectations, and perceived gains in language and culture learning of 123 U.S. college students from five generations of a summer study abroad program in Germany. It compares the participants’ perceptions of members of their own national culture and the German culture before program beginning with corresponding measures at program end and explores to what extent these data provide insights into students’ belongings (Zugehörigkeiten). The study found that participants were highly motivated and that they had high expectations for language and culture learning which were only met for culture learning in the perceived learning gains at program end. The (mostly positive) perceptions of the Germans remained relatively stable over the period abroad. Preconceptions were mostly reconfirmed or strengthened. Perceptions about U.S. Americans changed in some cases and suggest a somewhat more positive view of members of the U.S. culture at program end.
• Ecke, P. M. (2020). Assessment in a learner-centered conversation class. In In E. White & T. Bucher Barbosa da Silva (Eds.), Classroom assessment for language teaching: Challenges, choices, and consequences.(pp 101-139). Cambridge Scholars Publishing.
• Ecke, P. M. (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
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  This chapter provides suggestions for the planning, conduct, and assessment of group (video) projects in foreign language classes. It first outlines a rationale for the use of project work and discusses the benefits and challenges of incorporating group projects in foreign language classes. To illustrate how group projects may be implemented and assessed within a specific course, the chapter describes an intermediate-level content- and task-based foreign language course on fairy tales. It details how course objectives, tasks, and assessments are aligned and how a group video project, in which students plan, produce, and present their own (modern) fairy tale film, is integrated in the course. The proposed assessments are both process-based and product-based and include self-assessment, peer assessment, and assessment by the instructor. Forms and rubrics that are used by students and instructor to assess the process of participating in the project and the project’s end product are presented so that they can be adapted easily by interested readers.
• Ender, A., Marx, N., Ecke, P., Attaviriyanupap, K., Lay, T., Madlener, K., Paintner, U., Reuter, E., & Studer, T. (2019). Rolle der Forschung und Zusammenarbeit, Netzwerke und Forschungskooperation. In IDT 2017, Band 3: Sprachenpolitik: Expertenberichte und Freiburger Resolution. Erich Schmidt Verlag.(p. 14). Erich Schmidt Verlag, Germany.
• Ecke, P. (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.
• Ecke, P. M. (2015). Kinderfernsehsendungen im Unterricht Deutsch als Fremd- und Zweitsprache – Lächerlich oder lustig? [Children’s TV programs in courses of German as a foreign language – ridiculous or funny?]. In Humor im Fremdsprachenunterricht(pp 75-93). Frankfurt am Main: Peter Lang.
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  This chapter examines the potential of selected children’s series on German television for the teaching/learning of German as a foreign/second language (FL/SL) for both child and adult learners. It explores the role that humor plays in these programs, how humor is used by moderators and actors and how it is perceived and understood by young viewers. Drawing on research on humor in children, the chapter discusses similarities and differences in the understanding of humor between boys and girls and children and adults and discusses implications for the teaching of German FL/SL.
• Ecke, P. M. (2015). Was (oft lustige) Fehler und Wortfindungsprobleme über Wortschatzlern- und Verarbeitungsprozesse enthüllen [What (often funny) errors and word finding problems reveal about word learning and processing]. In Humor im Fremdsprachenunterricht(pp 96-111). Franfurt am Main: Peter Lang.
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  In this chapter, we will analyze learners’ errors and tip-of-the-tongue (TOT) states. The two phenomena, which can be both frustrating and funny at times, can reveal interesting insights into how words from second and third languages (L2/L3) are accessed in speech production. Based on observable patterns of similarity between target word and substitution in lexical errors and between target word and word associations in TOT states, we discuss principles of the organization of the learner’s mental lexicon, mechanisms of L2/L3 word learning, and potential implications for the learning and teaching of new vocabulary.
• Ecke, P. M., & Ganz, A. (2015). Student analytics as part of the longitudinal evaluation of language programs. In Innovation and accountability in foreign language program evaluation(pp 62-82). Boston: Heinle, Cengage Learning.
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  This paper provides strategies and examples of how program administrators can monitor a variety of potentially important indicators for the health of a university language program and how they can utilize technological tools and resources for the collection and analysis of program-relevant data. It identifies and addresses four challenges of a language program: (1) the long-term tracking and monitoring of student enrollments and their meaningful interpretation taking into account both internal (departmental and institutional) and external (regional and national) data, (2) the identification of potential issues of the program and subsequent intervention, (3) the establishment of student profiles that could be relevant for program planning and design, and (4) the tracking of individual students’ success and special achievements in their career paths. The paper makes a case for the use of internal student surveys, complemented by internal and external data as essential components of a continuous, internally-driven program evaluation that will also be of importance for periodic academic program reviews.
• Ecke, P. M. (2013). Deutschunterricht und Ausbildung von DaF-Lehrern und Germanisten in den USA [The teaching of German and training of teachers of German and germanists in the USA].. In F. Grucza & J. Zhu (Eds.), Akten des XII. Internationalen Germanistenkongresses Warschau 2010: Vielfalt und Einheit der Germanistik weltweit, Band 18 [Proceedings of the 12th International convention of Germanists Warsaw 2010: Plurality and unity of Germanistik in the world, volume 18](pp 251-257). Frankfurt am Main: Peter Lang.
• Ecke, P. M. (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 [Text, discourse and translation in flux: Transformations of the Latin American Germanistik](pp 251-257). Frankfurt am Main, Germany: Peter Lang.
• Ecke, P. M. (2012). Assessing culture learning and intercultural competence development. In Diógenes Cândido de Lima (Ed.), Language and its cultural substrate: Perspectives for a globalized world.(pp 109-124). Campinas, SP and Vitória da Conquista, BA, Brazil: Pontes Editores and Edições UESB.
• Ecke, P. M. (2010). Deutsch in den USA. [German in the USA].. In H-J. Krumm, C. Fandrych, B. Hufeisen, & C. Riemer (Eds.), Deutsch als Fremd- und Zweitsprache: Ein internationales Handbuch [German as a foreign and second language: An international handbook].(pp 1833-1839). Berlin / New York: Mouten de Gruyter.

Journals/Publications

• Al-Bahlani, S. M., & Ecke, P. M. (2023). Assessment competence and practices including digital assessment literacy of postsecondary English language teachers in Oman. Cogent Education, 10(2), 18. doi:https://doi.org/10.1080/2331186X.2023.2239535
• Ecke, P., & Hall, C. J. (2021). The Parasitic Model. Epistemological issue, 11(1), 45-49. doi:10.1075/lab.20088.eck
• 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:https://doi.org/10.1075/lab.20088.eck
• Ecke, P. M. (2020). Deutsch als Fremdsprache in den USA: Forschungsschwerpunkte aus Die Unterrichtspraxis/Teaching German.. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 25(1), 911-917.
• Shishkin, E., & Ecke, P. (2018). Language dominance, verbal fluency, and language control in two groups of Russian–English bilinguals. Languages, 3(3), 17. doi:10.3390/languages3030027
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  This study explored language dominance, verbal fluency, and language control abilities of two groups of younger and older Russian–English bilinguals who had spent similar amounts of time as immigrants in the U.S. Verbal fluency tasks (based on letter and semantic cues, including a new method to elicit parallel letter-fluency data for Russian and English) were used to measure the bilinguals’ current lexical retrieval skills in addition to self-assessments of language proficiencies at time of study and time of arrival. Stroop tasks (naming colors with incongruent cues) were used to measure younger and older bilinguals’ ability to control interference during color-naming. Findings demonstrate that the older immigrants were less fluent in L2 naming tasks and that they remained dominant (more proficient) in their L1 whereas the younger immigrants had become relatively balanced bilinguals in terms of proficiency, fluent in both the L1 and L2. Younger and older bilinguals were equally capable of controlling interference across and within the two languages. We propose that it is not balance in bilingual proficiency that positively affects language control abilities, but balance as stability of language systems. Stability of language systems can be achieved if bilingual usage patterns remain relatively constant over several years and if no radical changes in language learning and maintenance efforts are required.
• Ecke, P. M. (2015). Parasitic vocabulary acquisition, cross-linguistic influence, and lexical retrieval in multilinguals.. Bilingualism: Language and Cognition., 18(2), 145-162.
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  The first part of this paper reviews research evidence for typological similarity and/or L2 status as determinants of cross-linguistic influence (CLI) in multilingual lexical production. The second part presents a model of vocabulary acquisition as a framework to explain CLI at the levels of form, (syntactic) frame, and meaning, as well as some of the developmental changes that have been reported for CLI patterns in relation to L3 learners’ proficiency. It is suggested that these patterns can be related to default processes and stages involved in the acquisition of individual word forms and their integration into networks of existing lexical triads, as described in the Parasitic Model of vocabulary acquisition. The thirdpart of this paper points to research into the complexity and non-linearity of multilingual lexical development and the need to learn more about it.
• Ecke, P. M., & Hall, C. J. (2014). The Parasitic Model of L2 and L3 Vocabulary Acquisition: Evidence from naturalistic and experimental studies. Fórum Linguístico, 11(3), 360-372.
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  This paper reviews evidence for the Parasitic Model of Vocabulary Acquisition for second and third language learners/developing multilinguals. It first describes the model’s predictions about default processes based on the detection and use of similarity at the three stages involved in the development of individual lexical items: (1) the establishing of a form representation, (2) the building of connections to syntactic frame and concept representations, and (3) the strengthening and automatization of representations and access routes. The paper then summarizes both naturalistic and experimental evidence for processes involved at these three stages. Finally it discusses open issues and potential areas for future investigation.
• Ecke, P. M. (2014). The effects of study abroad in the German-speaking world: A research review. Die Unterrichtspraxis: Teaching German, 47(2), 121-139.
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  This article (1) critically reviews research on study abroad effects in US and other English-speaking learners of German, and (2) identifies open questions and issues in need of further research. It is hoped that the review will spur more research in this area which in turn may help study abroad program administrators set realistic learning objectives and create optimal learning conditions for their study abroad program participants.
• Ecke, P. M. (2013). Designing and running a short-term study abroad program in Germany: Guidance for new program directors. Neues Curriculum, 1-29.
• Ecke, P. M. (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. doi:10.1177/1367006912454623
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  How stable or how permeable to attrition are a multilingual’s first and second languages during life periods characterized by dynamic changes in language-use frequencies? This longitudinal study sheds some light on this issue by investigating changing patterns in a multilingual speaker’s tip-of-the-tongue (TOT) states. Over a period of 10 years, the multilingual recorded more than 100 TOT states, together with 400 non-target word associations, as they occurred with words from the speaker’s five languages (L1 German, L2 Russian, L3 English, L4 Spanish, and L5 Portuguese). During the period, the L1 was consistently used less than the L3 and L4, providing a setting in which L1 attrition might occur. Data were analyzed with respect to the changing frequencies of TOT state occurrence in the different languages, the contribution of each language to the word associations generated during word search, the typological relatedness of targets and associates, and the linguistic context of initial learning of each language. Rates of TOT states and percentages of cross-language word associations and within-language word associations fluctuated in response to dynamic patterns of language use and maintenance, demonstrating the value of data on word-retrieval failure for studies of language attrition. The data reveal that the speaker’s L1 appeared to gain stability after an early period suggestive of attrition, despite low frequency of use overall. This finding supports the view that the L1 is exceptional, highly resistant to attrition, but also suggests that temporary impairment of L1 can occur when a multilingual speaker’s overall set of interacting language systems comes out of balance.
• Ecke, P., & Hall, C. J. (2012). 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. doi:10.1177/1367006912454623
• Ecke, P. M. (2011). The state of German in the United States: A statistical portrait and a call for teachers. German as a Foreign Language, 12(2), 55-83.
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  This article reviews data about German spoken at home, and German taught in U.S. elementary, secondary, and postsecondary educational institutions. It discusses data about U.S. students studying in Germany, U.S. teachers of German, doctoral research related to German conducted at U.S. universities, and rmployment opportunities for German language professionals. It is argued that the teaching of German is still in demand, and that the training of school teachers is the most important challenge to the profession. In order to meet this challenge, German Studies programs in colleges and universities need to do more to make teacher training a priority.
• ECKE, P., & FIELD, J. (2008). Cross‐Linguistic Influence on Word Search in Tip‐of‐the‐Tongue States. TESOL Quarterly, 42(3), 515-527. doi:10.1002/j.1545-7249.2008.tb00144.x
• Ecke, P. (2004). Language attrition and theories of forgetting: A cross-disciplinary review. International Journal of Bilingualism, 8(3), 321-354. doi:10.1177/13670069040080030901

Proceedings Publications

• Ecke, P. M. (2011, Fall). Kompetenzorientierter Unterricht für alle? Möglichkeiten und Grenzen des Ansatzes [Compentency-oriented teaching for all? Possibilities and limitations of the approach].. In X Encuentro AMPAL (Asociación Mexicana de Profesores de Alemán) [X Conference AMPAL (Mexican Association of Teachers of German)], H. Gruhn (Ed.), Memorias del X Encuentro AMPAL (Asociación Mexicana de Profesores de Alemán) [Proceedings of the X Conference AMPAL (Mexican Association of Teachers of German)], 62-71.
• Ecke, P. M. (2010, Fall). La adquisición de artículos indefinidos por estudiantes de alemán como tercera lengua [The acquisition of indefinite arMemorias del ticles by learners of German as a third language].. In IX Encuentro AMPAL (Asociación Mexicana de Profesores de Alemán) [IX Conference AMPAL (Mexican Association of Teachers of German)], Memorias del IX Encuentro AMPAL (Asociación Mexicana de Profesores de Alemán) [Proceedings of the IX Conference AMPAL (Mexican Association of Teachers of German)], 96-102.

Presentations

• Ecke, P. M. (2020, 4 April). Living with the wall. [Discussion session leader]. Stories: The Borders We Build (Event canceled). Tucson, AZ: Arizona State Museum, The University of Arizona.
• Ecke, P. M. (2020, March). "Apachen" und "Ulzana": How East Germans Imagined the Southwest in two Westerns.. AZ-AATG Meeting (Conference canceled). Northern Arizona University, Flagstaff, AZ.
• Ecke, P. M. (2023, November). Wahrnehmungen der ‚eigenen’ und ‚fremden‘ Nationalkultur durch US-amerikanische Studierende im Laufe ihres Auslandsaufenthalts in Deutschland [Perceptions of 'own' and 'other' national culture by US American study abroad students in Germany]
  . Arizona Chapter of the American Association of Teachers of German (AATG). Scottsdale, AZ.
• Ecke, P. M., & Marx, N. (2023, June).

  Professionalisierung junger Forschender im Bereich Mehrsprachigkeit/DaF/DaZ durch zwei transatlantische Blockseminare [Professionalization of young researchers in German as a foreign/second language through two transatlantic seminars].
  

  . Internationale Bildungskooperation im Bereich Deutsch als Fremdsprache. State of the Art & Perspektiven.. Poznań, Poland: Adam- Mickiewicz-University.
• Ecke, P. M., & Marx, N. (2023, May 29-June 2).

  Co-Organization and Co-Presentation, International Student Workshop/Symposium “Das Konstrukt Mehrsprachigkeit. Ein Dorn im Auge der linguistischen Forschung?“

  . International Student Workshop/Symposium “Das Konstrukt Mehrsprachigkeit. Ein Dorn im Auge der linguistischen Forschung?“. University of Köln, Cologne, Germany: DAAD and Germanistische Institutspartnerschaft (GIP) "Diversifying German Studies" between the Universität zu Köln and the University of Arizona.
• Ecke, P. M., & Tschirner, E. (2023, October 18).

  ·     Graduate students’ language proficiency development over two years
  

  . American Council on the Teaching of Foreign Languages (ACTFL) Convention. Chicago, IL.
• Ecke, P. M. (2022, March). Grammatical gender and article use in beginning learners of German. Colloquium Series. Guadalajara, Mexico: Departamento de Lenguas Modernas, Centro Universitario de Ciencias Sociales y Humanidades, Universidad de Guadalajara, Guadalajara, Mexico.
• Ecke, P. M. (2022, March). Intercultural competence and second language acquisition. Graduate research seminar. Guadalajara, Mexico: Departamento de Lenguas Modernas, Centro Universitario de Ciencias Sociales y Humanidades, Universidad de Guadalajara, Mexico.
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  9 hour/3-day invited seminar for graduate students in German as a foreign language and TEFL
• Ecke, P. M. (2022, May). Grammatical gender and article use in beginning learners of German
  . Research Colloquium Series. Leipzig, Germany: Herder-Institute, University of Leipzig, Germany.
• Ecke, P. M. (2022, September).

  Video group projects in world language classes: How toplan and assess them

  . Arizona Language Association (AZLA) Conference. Tucson, AZ: University of Arizona Tucson, AZ.
• Ecke, P. M. (2022, September). Evaluation kulturellen Lernens und interkultureller Kompetenz im DaF-Unterricht. Conference Interkulturelles Lernen im DaF-/ DaZ-Unterricht – Konzepte, Methoden, didaktische Praxis. Poznań, Poland: Adam-Mickiewicz-University Poznań, Poland.
• Ecke, P. M., & Marx, N. (2022, November).

  Co-Organization and Co-Presentation, International Student Workshop/Symposium“Multilingualism in a Globalized World

  . International Student Workshop/Symposium“Multilingualism in a Globalized World. University of Arizona: DAAD and Germanistische Institutspartnerschaft (GIP) "Diversifying German Studies" between the Universität zu Köln and the University of Arizona.
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  Co-organizer and presenter of a series of presentations and workshops
• Ecke, P. M. (2020, 29 October). Cross-linguistic influence in L3 cognate production and perception: The effect of L2 status and typological similarity. Online Seminar in Psycholinguistics. Universidade Federal de Santa Catarina and Universidade Federal do Ceará, Brazil. Universidade Federal de Santa Catarina and Universidade Federal do Ceará, Brazil.
• Ecke, P. M. (2020, February 29). Intercultural communication issues through video and film [Conference workshop]. AZTESOL Southeast Regional Conference. University of Arizona, Tucson, AZ.
• Ecke, P. M. (2019, August). Transitional survival skills: Managing cultural differences, stress, time, diet, health and money. Fulbright Foreign Language Teaching Assistant Orientation. University of Arizona, Tucson, AZ: Fulbright.
• Ecke, P. M. (2019, November). Perception of host and own cultures and intercultural competence in ten generations of short-term study abroad students. Center for Second Language Studies. Vanderbilt University, Nashville, TN: Vanderbilt University.
• Ecke, P. M. (2019, October). Planning and assessing video group projects in foreign language classes. AZCALL Conference. Arizona State University, Tempe, AZ.
• Ecke, P. (2018, November). Intercultural competence (ICC) development through video and film. Annual ACTFL Convention. New Orleans, LA.
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  In this session, participants explore how the use of digital video clips from feature films, TV shows, and documentaries can enhance the teaching, learning, and assessment of cultural products, practices and perspectives and the development of intercultural communicative competence (ICC) in foreign language classes.
• Ecke, P. (2018, November). Lexical Errors and Word Finding Problems in German as L2 and L3: Interpretation and Intervention within session: Essential building blocks for effective and efficient vocabulary learning.. Annual ACTFL Convention. New Orleans, LA.
• Ecke, P. (2018, September). Transfer bei der Produktion von DaF-(L3)-Kognaten: L2 Status oder typologische Ähnlichkeit? [Transfer in the production of German-L3-cognates: L2 status or typological similarity?]. Simposio Internacional: Maestría Interinstitucional Deutsch als Fremdsprache. Guadalajara, Mexico: Universidad de Guadalajara.
• Ecke, P. (2018, September). What determines cross-linguistic influence in L3 cognate production? L2 status or typological similarity?. 51st Annual Meeting of the British Association of Applied Linguistics. York, UK.
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  In this paper, we investigate factors that influence the strength of cross-linguistic influence in vocabulary acquisition and lexical production in third language (L3) learners. We first present the analysis of 188 spoken lexical errors produced with cognate triplets, i.e., words that share sound and meaning similarity across German, English, and Spanish (e.g., Gitarre, guitar, guitarra). The errors were part of a corpus collected from 100 Mexican learners of German (L3). All participants spoke Spanish (L1) and English (L2) at the intermediate/advanced level and learned German (L3) at the novice level of proficiency. The error data show a combined effect of typological similarity and L2 status and that the L2 English influences L3 German production more than the L1 Spanish. In order to gain more insights into the nature of this effect and separate typological similarity and L2 status effects, we designed a forced-choice similarity judgment task in which a group of 54 learners of German (L3) rated the degree of similarity between spoken cognate triplets. Participants had to decide if randomly presented L1 equivalents or L2 equivalents were more similar to a previously presented L3 cognate. The stimulus words were based on the first 52 items recorded in the spoken error data. The forced choice results show that overall participants perceived Spanish and English equivalents equally similar to the German cognates. Unlike in the L3 production data, the receptive task did not show a preference for English L2. We suggest that the strong L2 influence in L3 production is not primarily the result of a higher degree of perceived similarity (psychotypology) between English (L2) and German (L3). Instead, we argue that L3 learners suppress the L1 more during L3 speech production, which results in a clear L2 status effect reflected in L2-based errors/deviations.
• Ecke, P. M. (2018, February). Perception of host and own cultures and intercultural competence in eight generations of short-term study abroad students. SLAT Interdisciplinary Roundtable. Tucson, AZ: University of Arizona.
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  To what extent do US college students’ perceptions of and attitudes towards the host culture and their own culture change during short-term study abroad? Does their predisposition to develop intercultural competence change over time? In this study, we explore aspects of US college students’ intercultural competence development in a one-month summer study program in Germany. 145 university students of eight program generations participated in the study in which we compared participants’ perceptions of and attitudes towards members of their own culture and the host culture, as well as their predisposition to develop intercultural competence before the start of the study abroad program with corresponding measures at the end of the program. We found that the attitudes and assumptions about members of the host culture remained relatively stable over the duration of the study abroad period whereas the attitudes and assumptions about members of participants’ own culture changed significantly from pre-program survey to post-program survey. We illustrate how and explore why the perception of students’ own culture changes during the program. Personality traits that have been suggested to facilitate culture learning and intercultural competence development showed variation only in few attributes during the short-term stay abroad. In an additional analysis, we explore the extent to which the reported general patterns vary between specific program generations. Findings are interpreted in relation to other research on study abroad effects and intercultural competence development. It is argued that assessing potential changes in students’ perceptions of own and other cultures and their intercultural competence can be an important part of study abroad program evaluation and that survey studies can serve as diagnostic tools to identify potential program issues.
• Ecke, P. M. (2018, January). Intercultural competence (ICC) development through video and film. Sixth International Conference on the Development and Assessment of Intercultural Competence. Tucson, AZ.
• Ecke, P. M., & Shiri, S. (2018, January). Students' perceptions and expectations of ICC development during study abroad in Europe and North Africa/Middle East: A comparative study. Sixth International Conference on the Development and Assessment of Intercultural Competence. Tucson, AZ.
• Ecke, P. M. (2017, Fall). Errores léxicos y problemas de búsqueda de palabras en aprendices de segundas y terceras lenguas: ¿Cómo interpretarlos y cómo tratarlos? [Lexical errors and word finding problems in learners of second and third languages: How to interpret and treat them?]. Colloquium series, Department of Spanish and Portuguese, University of Arizona.. University of Arizona: Department of Spanish and Portuguese, University of Arizona.
• Ecke, P. M. (2017, February). Perception of host and own cultures and intercultural competence in seven generations of short-term study abroad students.. Center for Languages & Intercultural Communication Conference on Study Abroad. Rice University, Houston, TX.
• Ecke, P. M. (2017, July). SIG AG 5: Rolle der Forschung und Zusammenarbeit, Netzwerke und Forschungskooperation [Working Group 5: Role of research, collaboration, and networking in German as a foreign language]. XVI. Internationale Tagung der Deutschlehrerinnen und Deutschlehrer [International Convention of Teachers of German]. Freiburg, Switzerland.
• Ecke, P. M. (2017, November). Assessing aspects of intercultural competence in foreign language classrooms. Classroom Assessment for Language Teaching (CALT) Conference. Tucson, AZ.
• Ecke, P. M. (2017, September). Lexikalische Fehler und Wortfindungsprobleme in Deutsch als Zweit- und Drittsprache: Interpretation und Intervention [Lexical errors and word finding probnlems in German as a foreign language: Interpretation and intervention]. Departamento de Lenguas Modernas, Centro Universi¬tario de Ciencias Sociales y Humanidades. Guadalajara, Mexico: Universidad de Guadalajara, Mexico.
• Ecke, P. M. (2017, September). Uses of verbal fluency tests in classroom practice and research contexts.. Centro Universitario de Ciencias Sociales y Humanidades Coloquio. Guadalajara, Mexico: Universidad de Guadalajara, Mexico.
• Ecke, P. M., & Shiri, S. (2017, March). A Comparative Study of Intercultural Competence Development during Study Abroad in Europe and North Africa. Annual Convention of the American Association of Applied Linguistics. Portland, OR.
• Ecke, P. M. (2016, January). The long-term evaluation of a study abroad program.. Fifth International Conference on the Development and Assessment of Intercultural Competence. Tucson, AZ.
• Ecke, P. M. (2016, November). Invited Keynote Speech: What lexical errors and word finding problems can teach us about foreign language learning and production. Primer Congreso International de Lenguas Extranjeras. Instituto Tecnológico de Monterrey, Monterrey, Mexico: Instituto Tecnológico de Monterrey.
• Ecke, P. M. (2016, November). Uses of verbal fluency tests in classroom practice and research contexts.. Classroom Assessment for Language Teaching (CALT) Conference. Tucson, AZ.
• Ecke, P. M. (2016, November). Wahrnehmungen der ‚eigenen’ und ‚fremden‘ Nationalkultur durch US-amerikanische Studierende im Laufe ihres Auslandsaufenthalts in Deutschland. [US American students‘ perceptions of own and other national culture during study abroad in Germany].. Conference “Zugehörigkeiten”, Herder-Institut, Universität Leipzig, Germany.. Universität Leipzig, Germany..
• Ecke, P. M. (2016, September). Aspects of intercultural competence development during short-term study abroad. Proseminar in Second Language Acquisition & Teaching. University of Arizona, Tucson, AZ.
• Ecke, P. M., & Shishkin, E. (2016, April). Language dominance, verbal fluency, & language control abilities in two age-groups of Russian-English bilinguals.. Annual Convention of the American Association of Applied Linguistics. Orlando, FL.
• Ecke, P. M. (2015, January 15). The Parasitic Model of Vocabulary Acquisition: Lexical errors and tip-of-the-tongue states in L2/L3 learning. Paper presented at the Lehrstuhl für Fremd-sprachendidaktik und Interdisziplinäres Zentrum für Lexikografie, Valenz und Kollokationsforschung, Friedrich-Alexander Universität Erlangen-Nürnberg, Germany. Erlangen, Germany: Lehrstuhl für Fremd-sprachendidaktik und Interdisziplinäres Zentrum für Lexikografie, Valenz und Kollokationsforschung.
• Ecke, P. M. (2015, July 6). Wahrnehmung und Produktion von Kognat-Tripletts (Spanisch, Englisch, Deutsch) durch Lernende von Deutsch als Drittsprache. Paper presented at the Workshops „Schnittstellen der Spracherwerbs- und Verstehbarkeitsforschung“, Friedrich-Alexander Universität Erlangen-Nürnberg, Germany. Erlangen, Germany: Friedrich-Alexander Universität Erlangen-Nürnberg.
• Ecke, P. M. (2015, May 6). Tip-of-the-tongue states, lexical errors and word learning in (developing) multilingual speakers. Guest lecture presented in the Department of Germanistik/Deutsch als Zweitsprache, Universität Bremen, Germany. Bremen, Germany: Department of Germanistik/Deutsch als Zweitsprache.
• Ecke, P. M. (2015, May 7). Foreign language education and study abroad in the USA. Guest lecture presented in the Department of Germanistik/Deutsch als Zweitsprache, Universität Bremen, Germany. Bremen, Germany: Department of Germanistik/Deutsch als Zweitsprache.
• Ecke, P. M. (2015, May 8). Potenzial und Kosten der Mehrsprachigkeit aus kognitiver Sicht. Guest lecture presented in the Department of Germanistik/Deutsch als Zweitsprache, Universität Bremen, Germany. Bremen, Germany: Department of Germanistik/Deutsch als Zweitsprache.
• Ecke, P. M. (2015, May 8). The learning and teaching of intercultural competence at home and during study abroad. Guest lecture presented in the Department of Germanistik/Deutsch als Zweitsprache, Universität Bremen, Germany. Bremen, Germany: Department of Germanistik/Deutsch als Zweitsprache.
• Ecke, P. M. (2015, November 21). Assessing cultural literacy and intercultural competence. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) Convention. San Diego, CA: American Council on the Teaching of Foreign Languages.
• Ecke, P. M. (2015, October 12-17). Interkulturelle Kommunikation im DaF-Unterricht. Guest seminar: Departamento de Lenguas Modernas, Centro Universitario de Ciencias Sociales y Humanidades, Universidad de Guadalajara, Mexico. Guadalajara, Mexico: Departamento de Lenguas Modernas, Centro Universitario de Ciencias Sociales y Humanidades, Universidad de Guadalajara.
• Ecke, P. M. (2015, October 23). Student analytics and the longitudinal evaluation of language programs. Presentation given within the German Studies Colloquium Series. University of Arizona, Tucson, AZ: Department of German Studies.
• Ecke, P. M. (2015, September 10). Student analytics and the longitudinal evaluation of language programs. Guest lecture presented in the Department of Russian and East Asian Languages and Cultures, Emory University, Atlanta, GA. Department of Russian and East Asian Languages and Cultures, Emory University: Atlanta, GA.
• Ecke, P. M., & Ecke, P. M. (2015, January 15). Verbal fluency and lexical retrieval in two age-groups of Russian English bilinguals: L2 acquisition and L1 attrition?. Paper presented at the Lehrstuhl für Fremd-sprachendidaktik und Interdisziplinäres Zentrum für Lexikografie, Valenz und Kollokationsforschung, Friedrich-Alexander Universität Erlangen-Nürnberg. Erlangen, Germany: Lehrstuhl für Fremd-sprachendidaktik und Interdisziplinäres Zentrum für Lexikografie, Valenz und Kollokationsforschung.
• Ecke, P. M. (2014, December 15). Becoming Transcultural: Developing intercultural competence. American Space Lecture series, Institute for American Studies, University of Leipzig. Leipzig, Germany: Institute for American Studies, University of Leipzig.
• Ecke, P. M. (2014, December 16). Study abroad and cultural encounter. American Space Lecture Series, Institute for American Studies, University of Leipzig. Leipzig, Germany: Institute for American Studies, University of Leipzig.
• Ecke, P. M. (2014, January 24). Saudi students’ development of intercultural competence during study abroad. 4th International Conference on the Development and Assessment of Intercultural Competence. Tucson, AZ: CERCLL.
• Ecke, P. M. (2014, May 19). Multilingüísmo y adquisición de lenguas: Problemas y oportunidades [Multilingualism and language acquisition: Problems and opportunities]. Invited workshop for Project SEED (Scholarships for Education and Economic Development) for Indigenous Mexican educators. College of Education, University of Arizona. College of Education, University of Arizona: College of Education, University of Arizona.
  More info

  Invited workshop (2hrs.) for Project SEED (Scholarships for Education and Economic Development) for Indigenous Mexican educators, College of Education, University of Arizona
• Ecke, P. M. (2014, October 31). Student analytics and the longitudinal evaluation of language programs. Language Program Evaluation Symposium, Harvard University. Harvard University: Harvard University.
• Ecke, P. M. (2014, September 18). Learning and teaching vocabulary in a third/related language. Departamento de Lenguas Modernas, Centro Universitario de Ciencias Sociales y Humanidades, Universidad de Guadalajara, Mexico. Universidad de Guadalajara, Mexico: Universidad de Guadalajara, Mexico.
• Ecke, P. M. (2014, September 19). The teaching and assessment of intercultural competence. Departamento de Lenguas Modernas, Centro Universitario de Ciencias Sociales y Humanidades, Universidad de Guadalajara, Mexico. Universidad de Guadalajara, Mexico: Universidad de Guadalajara, Mexico.
• Ecke, P. M. (2014, September 23-26). Selected issues of applied linguistics for German as a foreign language. Departamento de Lenguas Modernas, Centro Universi¬tario de Ciencias Sociales y Humanidades, Universidad de Guadalajara, Mexico. Universidad de Guadalajara, Mexico: Universidad de Guadalajara, Mexico.
  More info

  4-day seminar, 8 hrs. total
• Ecke, P. M. (2014, September 4). Problemas de la adquisición y declinación de lenguas. [Problems of language acquisition and attrition]. Invited workshop for Project SEED (Scholarships for Education and Economic Development) for Asesores Académicos de la Diversidad [Mexican Teacher Coaches for Academic Diversity]. College of Education, University of Arizona. College of Education, University of Arizona: College of Education, University of Arizona.
  More info

  Invited workshop (2 hrs.) for Project SEED (Scholarships for Education and Economic Development) for Indigenous Mexican educators, College of Education, University of Arizona
• Ecke, P. M. (2013, April). Teaching and assessment of intercultural competence. Invited workshop. St. Louis, MO: Department of Anthropology, Sociology, and Languages, University of Missouri-St. Louis, MO.
• Ecke, P. M. (2013, March). Aspects of intercultural competence development during short-term summer study in Germany. Conference on Education-Abroad Programs in German-Speaking Europe. Emory University, Atlanta, GA: Emory University.
• Ecke, P. M. (2013, March). Language and culture learning in the USA. Saudi Student Club Lecture Series. University of Arizona, Tucson, AZ: Saudi Student Club.
• Ecke, P. M., & Alalwi, F. (2013, November). Saudi students’ cultural proficiency development during study-abroad in the U.S.: A longitudinal study. American Council on the Teaching of Foreign Languages (ACTFL) Convention. Orlando, FL: American Council on the Teaching of Foreign Languages (ACTFL).
• Ecke, P. M. (2012, February). Intercultural competence development during short term study abroad. Third International Conference on Intercultural Competence. Tucson, AZ: CERCLL.
• Ecke, P. M. (2012, February). Techniques for the teaching and assessment of intercultural competence. Invited workshop. 3rd International Conference on the Development and Assessment of Intercultural Competence. University of Arizona, Tucson, AZ: CERCLL.
• Ecke, P. M. (2012, March). Automatisierung der Wortproduktion und interkulturelles Lernen im kurzfristigen Auslandsstudium US amerikanischer DaF-Studenten in Deutschland [Automatization of word production and intercultural learning during short-term study abroad of US students in Germany]. Asociación Latinoamericana de Estudios Germanísticos [Latin American German Studies Association]. Universidad de Guadalajara, Guadalajara, Mexico.: Asociación Latinoamericana de Estudios Germanísticos.
• Ecke, P. M. (2012, March). Verbal fluency development in L2 and L1 during short-term study abroad. American Association of Applied Linguistics Conference. Boston, MA: American Association of Applied Linguistics.
• Ecke, P. M. (2012, October). Individual multilingualism and psychology of languae.. Guest lecture presented in Linguistics 432. University of Arizona, Tucson, AZ: College of Social and Behavioral Sciences, University of Arizona,.
• Ecke, P. M. (2012, October). Intercultural competence development during short-term study abroad. Rocky Mountain Modern Language Association, Boulder, CO.. Boulder, CO: Rocky Mountain Modern Language Association.
• Ecke, P. M., & Hall, C. J. (2012, April). Tracking tip-of-the-tongue states in a multilingual speaker: Evidence of attrition or instability in lexical systems?. 6th International Workshop on Spanish Sociolinguistics. Tucson, AZ: University of Arizona.
• Ecke, P. M. (2011, April). Teaching and assessing intercultural competence in study-abroad and study-at-home contexts. Half-day workshop. Southwest Conference on Language Teaching. Albuquerque, NM: Southwest Conference on Language Teaching.
• Ecke, P. M. (2011, December). Invited workshop. Learning and teaching vocabulary in a third language.. Foro Nacional sobre Enseñanza de Lenguas Extranjeras [National Conference on the Teaching of Foreign Languages]. Universidad de Sonora, Hermosillo, Mexico.: Universidad de Sonora.
• Ecke, P. M. (2011, February). Tracking tip-of-the-tongue states in a multilingual speaker: Evidence of attrition or instability in lexical systems?. Colloquium Series in Linguistics. University of Arizona, Tucson, AZ: Department of Linguistics, University of Arizona.
• Ecke, P. M. (2011, January). Quality criteria for good assessment. Invited workshop. Center for English as a Second Language (CESL). University of Arizona, Tucson, AZ: CESL, University of Arizona.
• Ecke, P. M. (2011, March). Languages and language teaching in the U.S. and Arizona: A statistical portrait.. Arizona Language Association. Phoenix College, Phoenix, AZ: Arizona Language Association.
• Ecke, P. M. (2011, November). ). Entwicklung und Bewertung interkultureller Kompetenz im DaF-Unterricht [The development and assessment of intercultural competence in the teaching of German].. Invited workshop. Arizona AATG, Tucson, AZ. Tucson, AZ: Arizona AATG.
• Ecke, P. M. (2011, November). Learning and teaching third languages through related second languages. American Council on the Teaching of Foreign Languages (ACTFL) Convention. Denver, CO: American Council on the Teaching of Foreign Languages.
• Ecke, P. M. (2011, November). Lexical errors and cross-linguistic influence in L3 learners. Guest lecture presented in GER 508 (Approaches to German Studies). University of Arizona: Department of German Studies.
• Ecke, P. M. (2011, October). Languages and language teaching in the western United States. Rocky Mountain Modern Language Association. Scottsdale, AZ: Rocky Mountain Modern Language Association.
• Ecke, P. M., & Hall, C. J. (2011, September). Lexical errors and cross-linguistic influence in the speech of Mexican L3 learners: The case of triple cognates. 7th International Conference on Third Language Acquisition and Multilingualism. Warsaw, Poland: Association of Third Language Acquisition and Multilingualism.
• Ecke, P. M., Ganz, A., Eby, A., & Walker, R. (2011, March). The German undergraduate curriculum: Does it fit students’ interests and needs?. Arizona Language Association. Phoenix College, Phoenix, AZ: Arizona Language Association.
• Ecke, P. M. (2010, April). Using authentic media to teach German. Southwest Conference on Language Teaching. Albuquerque, NM: Southwest Conference on Language Teaching.
• Ecke, P. M. (2010, August). Deutschunterricht und Ausbildung von DaF-Lehrern und Germanisten in den USA [The teaching of German and the training of teachers of German and Germanists in the USA]. Internationale Vereinigung für Germanistik XII Kongress [International Association of Germanists 12th Conference]. Warsaw, Poland: University of Warsaw.
• Ecke, P. M. (2010, December). Learning and teaching vocabulary in a third language. Invited presentation. Workshop on L3 Learning and Bridging. Department of West European Studies, Indiana University, Bloomington, IN.. Bloomington, IN: Indiana University, Bloomington, IN.
• Ecke, P. M. (2010, January). Assessing intercultural competence during study abroad. Invited workshop. 2nd International Conference on the Development and Assessment of Intercultural Competence. University of Arizona, Tucson, AZ: CERCLL.
• Ecke, P. M. (2010, November). Errores léxicos y transferencia automática en aprendices de una tercera lengua [Lexical errors and automatic transfer in learners of a third language]. XI Encuentro Internacional de Lingüística en el Noroeste. Universidad de Sonora, Hermosillo, Sonora, Mexico: Universidad de Sonora.
• Ecke, P. M. (2010, October). Kinderfernsehsendungen im Deutschunterricht [Children’s TV programs in German language classes]. Arizona Language Association Conference. Phoenix College, Phoenix, AZ: Arizona Language Association Conference.
• Ecke, P. M. (2010, September). Deutschunterricht und Ausbildung von DaF-Lehrern und Germanisten in den USA. Colloquium Series in German Studies. University of Arizona, Tucson, AZ: Department of German Studies.
• Ecke, P. M., Ganz, A., Walker, R., & Eby, A. (2010, November). The German undergraduate curriculum: Does it fit students’ interests and needs?. American Association of University Supervisors and Coordinators (AAUSC), German Section Meeting. Minneapolis, MN: University of Minnesota, Minneapolis, MN.

Poster Presentations

• Ecke, P. M. (2013, March). US college students’ development of intercultural competence during short-term study abroad. American Association of Applied Linguistics Conference. Dallas, TX: American Association of Applied Linguistics.

Reviews

• Ecke, P. M. (2012. Marjolijn H. Verspoor, Kees de Bot, and Wander Lowie (Eds.): A Dynamic approach to second language development: Methods and techniques. Philadelphia: Benjamins, 2011(pp 140-141).

Creative Performances

• Ecke, P. M. (2019. Johnson, S.M. (Producer), & Forehand, M. (Interviewer). Trends and Research in Study Abroad with Peter Ecke [Audio podcast].. We Teach Languages Episode 125. Vanderbilt University, Nashville, TN: We Teach Languages. https://weteachlang.com/2019/11/22/125-with-peter-ecke/