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THE PALGRAVE HANDBOOK
OF APPLIED LINGUISTICS
RESEARCH METHODOLOGY
Edited by Aek Phakiti, Peter De Costa,
Luke Plonsky and Sue Starfield
The Palgrave Handbook of Applied Linguistics
Research Methodology
 Aek Phakiti • Peter De Costa
Luke Plonsky • Sue Starfield
Editors

The Palgrave
Handbook of Applied
Linguistics Research
Methodology
Editors
Aek Phakiti Peter De Costa
Sydney School of Education and Social Work Department of Linguistics, Germanic, Slavic,
University of Sydney Asian and African Languages
Sydney, NSW, Australia Michigan State University
East Lansing, MI, USA
Luke Plonsky
Applied Linguistics Sue Starfield
Northern Arizona University School of Education
Flagstaff, AZ, USA UNSW Sydney
Sydney, NSW, Australia

ISBN 978-1-137-59899-8    ISBN 978-1-137-59900-1 (eBook)

https://doi.org/10.1057/978-1-137-59900-1

Library of Congress Control Number: 2018955931

© The Editor(s) (if applicable) and The Author(s) 2018

The author(s) has/have asserted their right(s) to be identified as the author(s) of this work in accordance with
the Copyright, Designs and Patents Act 1988.
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the
whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or informa-
tion storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does
not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective
laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book are
believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors
give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions
that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps
and institutional affiliations.

Cover illustration: © Aek Phakiti

This Palgrave Macmillan imprint is published by the registered company Springer Nature Limited.
The registered company address is: The Campus, 4 Crinan Street, London, N1 9XW, United Kingdom
 Preface

Applied linguistics is a broad, evolving interdisciplinary field of study, which

examines language use with relevance to real-world problems across a range of
social contexts using a diverse set of methodologies. This Handbook aims to
provide a comprehensive, yet accessible treatment of basic and more advanced
research methodologies in applied linguistics as well as to offer a state-of-the-­
art view of various substantive domains within the field. The Handbook covers
a range of research approaches, presents current perspectives, and addresses
important considerations in different research methods, such as designing and
implementing research instruments and techniques and analyzing different
types of applied linguistics data. Innovations, challenges, and trends in applied
linguistics research are addressed throughout the Handbook.
This Handbook has brought together a range of authors in various areas of
research into one volume. The authors work with a variety of languages in a
host of research contexts, ensuring both breadth and depth. As the
Handbook editors, we have curated themes and ideas that are aligned with the
current research climate as well as areas that help applied linguists better
understand social and educational phenomena and the nature of language,
language learning, and language use.

Readership
As we anticipate that many readers of this Handbook may be junior scholars
seeking guidance on research methods, and taking into account the many
options and pathways on offer, we have striven to ensure that the Handbook pro-
vides an up-to-date entry point into both approaches that have stood the test

v
vi Preface

of time and approaches that may be less well known, but offer interesting
possibilities and perspectives. This Handbook is suitable for use by advanced
undergraduate and postgraduate students as well as beginning and well-­
established applied linguists who would like both a broad and in-depth under-
standing of contemporary applied linguistics research methods and topics.
Specifically, this Handbook can be used in applied linguistics, second language
studies, and TESOL graduate programs around the world. Libraries, univer-
sity departments, and organizations dealing with applied linguistics issues will
also find this Handbook to be an invaluable resource.

Comments or Suggestions
The editors would be grateful to hear comments and suggestions regarding
this Handbook. Please contact Aek Phakiti at aek.phakiti@sydney.edu.au,
Peter De Costa at peteridecosta@gmail.com, Luke Plonsky at lukeplonsky@
gmail.com, or Sue Starfield at s.starfield@unsw.edu.au.

Sydney, NSW, Australia Aek Phakiti

East Lansing, MI, USA  Peter De Costa
Flagstaff, AZ, USA  Luke Plonsky
Sydney, NSW, Australia  Sue Starfield
 Acknowledgments

We wish to express our heartfelt thanks to the contributors of this Handbook

who worked hard to produce great chapters and promptly responded to our
requests and comments on earlier drafts. You are all truly amazing. We would
also like to thank the many researchers, authors, and methodologists who
published research articles, book chapters, and books not only in applied lin-
guistics but across various disciplines. Their contributions have helped us
deepen our understanding of numerous issues and methods relevant to applied
linguistics. Next, we are very grateful to Palgrave for their kind support
throughout the completion of this Handbook.
We would like to thank our colleagues and friends at Georgetown University,
Michigan State University, Northern Arizona University, the University of
New South Wales, and the University of Sydney who discussed with us essen-
tial ideas and issues to be included in this Handbook and read and commented
on several chapter drafts, in particular: Janette Bobis, Jesse Egbert, Mia Jun,
Amy Kim, Wendy Li, Alison Mackey, Guy Middleton, Lourdes Ortega, Brian
Paltridge, Jack C. Richards, Fran Waugh, and Yiran Xu.
Finally, we would like to thank our partners who supported us throughout
the process of putting together this Handbook, including weekend Skype time
when our schedules—sometimes across four distinct time zones—would
align.

vii
 Contents

Part I Research Approaches and Methodology    1

1 Applied Linguistics Research: Current Issues, Methods, and

Trends  5
Aek Phakiti, Peter De Costa, Luke Plonsky, and Sue Starfield

2 Habits of Mind: How Do We Know What We Know? 31

Richard F. Young

3 Quantitative Methodology 55
Luke K. Fryer, Jenifer Larson-Hall, and Jeffrey Stewart

4 Qualitative Methodology 79
Shim Lew, Anna Her Yang, and Linda Harklau

5 Mixed Methodology103
Alison Mackey and Lara Bryfonski

6 Traditional Literature Review and Research Synthesis123

Shaofeng Li and Hong Wang

7 Research Replication145
Rebekha Abbuhl

ix
x Contents

8 Ethical Applied Linguistics Research163

Scott Sterling and Peter De Costa

9 Writing a Research Proposal183

Sue Starfield

10 Writing a Research Article199

Betty Samraj

Part II Research Instruments, Techniques, and Data Sources 221

11 Interviews and Focus Groups225

Matthew T. Prior

12 Observation and Fieldnotes249

Fiona Copland

13 Online Questionnaires269
Jean-Marc Dewaele

14 Psycholinguistic Methods287
Sarah Grey and Kaitlyn M. Tagarelli

15 SLA Elicitation Tasks313

Susan Gass

16 Introspective Verbal Reports: Think-Alouds and Stimulated

Recall339
Melissa A. Bowles

17 Corpus Research Methods for Language Teaching and

Learning359
Magali Paquot

18 Digital Discourses Research and Methods375

Christoph A. Hafner
 Contents xi

Part III Data Analysis 391

19 Correlation and Simple Linear Regression in Applied

Linguistics395
Reza Norouzian and Luke Plonsky

20 Exploratory Factor Analysis423

Aek Phakiti

21 Confirmatory Factor Analysis and Structural Equation

Modeling459
Aek Phakiti

22 Analyzing Group Differences501

Luke Wander Amoroso

23 Statistics for Categorical, Nonparametric, and Distribution-­

Free Data523
Jesse Egbert and Geoffrey T. LaFlair

24 Reliability Analysis of Instruments and Data Coding541

Kirby C. Grabowski and Saerhim Oh

25 Analyzing Spoken and Written Discourse: A Role for Natural

Language Processing Tools567
Scott A. Crossley and Kristopher Kyle

26 Narrative Analysis595
Phil Benson

27 Interaction Analysis615
Elizabeth R. Miller

28 Multimodal Analysis639
Jesse Pirini, Tui Matelau-Doherty, and Sigrid Norris
xii Contents

Part IV Selected Research Topics and Areas in Applied

Linguistics 659

29 Instructed Second Language Acquisition663

Shawn Loewen

30 Bilingualism and Multilingualism681

Tej K. Bhatia

31 Forensic Linguistics703
Samuel Larner

32 World Englishes719
Peter De Costa, Jeffrey Maloney, and Dustin Crowther

33 Heritage, Community, and Indigenous Languages741

Shereen Bhalla and Terrence G. Wiley

34 Translation and Interpreting761

Claudia V. Angelelli

35 Identity777
Ron Darvin

36 Gesture Research793
Gale Stam and Kimberly Buescher

37 Language Policy and Planning811

David Cassels Johnson and Crissa Stephens

38 Second Language Pragmatics829

Soo Jung Youn

39 Language Testing and Assessment845

April Ginther and Kyle McIntosh
 Contents xiii

40 Linguistic Landscape869
David Malinowski

41 Researching Academic Literacies887

David Bloome, Gilcinei T. Carvalho, and Sanghee Ryu

Index903
 Notes on Contributors

Rebekha Abbuhl is Associate Professor of Linguistics at California State University

Long Beach, where she teaches courses in language acquisition, research methods,
and pedagogy. Her research interests include second language writing and the role of
feedback in the development of foreign language proficiency.
Luke Wander Amoroso is Assistant Professor of Linguistics at Truman State
University. His research interests are in the validity and reliability of L2 tests, speak-
ing proficiency, and second language acquisition (SLA) research methodology. He
tries to keep his features in order and works as a language testing consultant with the
United States Department of Justice. He works with ESL and EFL teachers in the
United States and China to incorporate insights from SLA interaction research into
ESL/EFL teaching methods.
Claudia V. Angelelli is Chair of Multilingualism and Communication at Heriot-
Watt University, UK, and Professor Emerita of Spanish Linguistics at San Diego State
University, US. Her research lies at the intersection of sociolinguistics, applied linguis-
tics, and translation and interpreting studies. She has authored Medical Interpreting
and Cross-cultural Communication (2004) and Revisiting the Role of the Interpreter
(2004) and co-edited Researching Translation and Interpreting (2015) and Testing and
Assessment in Translation and Interpreting Studies (2009). Her work has appeared in The
Annual Review of Applied Linguistics, The Critical Link, Cuadernos de ALDEEU,
International Journal of the Sociology of Language (IJSL), Interpreting, Meta, MonTI, The
Translator, Translation and Interpreting Studies (TIS), and numerous edited volumes.
Phil Benson is Professor of Applied Linguistics at Macquarie University, Sydney,
Australia. His research interests are in autonomy and out-of-class language learning,
study abroad, and multilingualism. He has a strong preference for qualitative research
and has published on both qualitative research methods and narrative inquiry. He is
especially interested in oral history as an approach to research on the long-term lan-

xv
xvi Notes on Contributors

guage learning experiences of multilingual individuals. He is co-author of Second

Language Identity in Narratives of Study Abroad (Palgrave Macmillan, 2012) and
Narrative Inquiry in Language Teaching and Learning Research (2013).
Shereen Bhalla is a research associate and the facilitator of the Language Policy
Research Network and serves as Manager of Online Education at the Center for
Applied Linguistics (CAL). At CAL, Bhalla conducts research, co-authors papers,
and regularly presents at national and international conferences on issues regarding
language policy, heritage language learning, and English as an international language.
She has experience teaching and working with pre-service and in-service teachers in
the areas of culturally responsive teaching, second language acquisition, writing
development and oral communication. She received her PhD in Culture, Literacy
and Language from the University of Texas at San Antonio.
Tej K. Bhatia is Professor of Linguistics and Director of South Asian languages at
Syracuse University, Syracuse, New York. He has been Director of the Linguistic
Studies Program and Acting Director of Cognitive Sciences. He is also a Faculty
Fellow at the Forensic & National Security Sciences Institute. He is Editor-in-Chief
of Brill Research Perspectives on Multilingualism and Second Language Acquisition. His
publications include five handbooks with William C. Ritchie: Handbook of
Bilingualism and Multilingualism (2013), A New Handbook of Second Language
Acquisition (2009), The Handbook of Bilingualism (2006), Handbook of Child Language
Acquisition (1999), and Handbook of Second Language Acquisition (1996).
David Bloome is College of Education and Human Ecology (EHE) Distinguished
Professor of Teaching and Learning at The Ohio State University. David’s research
focuses on how people use spoken and written language for learning, teaching, social
relationships, constructing knowledge, and shared histories. He is former president of
the National Council of Teachers of English and of the National Conference on
Research in Language and Literacy; former co-editor of Reading Research Quarterly;
and founding editor of Linguistics and Education. David was inducted into the
Reading Hall of Fame in 2008 and in 2015 he received the John. J. Gumperz Lifetime
Achievement Award.
Melissa A. Bowles is an associate professor in the Department of Spanish and
Portuguese and Director of the Second Language Acquisition and Teacher Education
PhD concentration at the University of Illinois at Urbana-Champaign. Her main
research interests are classroom second and heritage language acquisition and the
ways in which instruction differentially affects the two learner groups. She routinely
uses verbal reports in her research and has written about them extensively, most nota-
bly in The Think-Aloud Controversy in Second Language Research (2010).
Lara Bryfonski is a doctoral candidate in applied linguistics at Georgetown
University. Her research focuses primarily on interaction and corrective feedback in
second language acquisition, as well as task-based language teaching and learning.
Lara is also a licensed English as a Second Language (ESL) teacher and has taught
ESL in a variety of contexts in the U.S. and abroad.
 Notes on Contributors xvii

Kimberly Buescher is Assistant Professor of Applied Linguistics at the University of

Massachusetts, Boston. Her research interests include L2 learning and teaching, L2
literacy, students and teachers’ use of gesture, French prepositions, and teacher educa-
tion preparation. Her dissertation “Developing Second Language Narrative Literacy
Using Concept-Based Instruction and a Division-of-Labor Pedagogy” examined the
extent to which concept-based instruction and a division-of-­labor pedagogy pro-
moted the development of intermediate learners’ narrative literacy abilities in French.
She has published book chapters on the learning and teaching of French prepositions
and the internalization of talk, gesture, and concepts in the L2 classroom.
Gilcinei T. Carvalho is an associate professor at Universidade Federal de Minas
Gerais, Brazil. He is a member of the Knowledge and Social Inclusion Graduate
Program and a researcher at the Center for Literacy Studies, in the School of
Education. He explores sociolinguistic approaches in the study of acquisition and the
development of written language, including academic literacies. He is co-editor of
Jornal Letra A.
Fiona Copland is Professor of TESOL at the University of Stirling, Scotland. She has
taught English and trained teachers in a number of different countries. Her research
interests include post-observation feedback in pre-service teacher education, teaching
English to young learners and ethics in qualitative research. Fiona has written a book
on Linguistic Ethnography: Collecting, Analysing and Presenting Data (2015, SAGE)
with Angela Creese, as well as edited a collection entitled Linguistic Ethnography:
Interdisciplinary Explorations (2015, Palgrave) with Julia Snell and Sara Shaw.
Scott A. Crossley is Associate Professor of Applied Linguistics at Georgia State
University. Scott’s primary research focus is on natural language processing and the
application of computational tools and machine learning algorithms in language
learning, writing, and text comprehensibility. His main interest area is the develop-
ment and use of natural language processing tools in assessing writing quality and
text difficulty. He is also interested in the development of second language learner
lexicons and the potential to examine lexical growth and lexical proficiency using
computational algorithms.
Dustin Crowther is a visiting Assistant Professor of English at Oklahoma State
University, and holds a PhD in Second Language Studies from Michigan State
University. He previously completed his MA in Applied Linguistics at Concordia
University in Montréal, Canada. His research interests include second language pro-
nunciation, the promotion of mutual intelligibility in multilinguistic and multicul-
tural contact, World Englishes, and research methodologies. His research has been
published in a wide range of journals, including Studies in Second Language Acquisition,
The Modern Language Journal, and TESOL Quarterly.
Ron Darvin is a Vanier Scholar at the Department of Language and Literacy
Education of the University of British Columbia. Together with Bonny Norton, he
received the 2016 TESOL Award for Distinguished Research for their article
xviii Notes on Contributors

“Identity and a model of investment in applied linguistics” that appeared in the

Annual Review of Applied Linguistics. Ron has also published in TESOL Quarterly,
Journal of Language, Identity, and Education, and The Routledge Handbook of Language
and Identity.
Peter De Costa is an associate professor in the Department of Linguistics and
Languages at Michigan State University. His primary areas of research are identity
and ideology in second language acquisition. He is the author of The Power of Identity
and Ideology in Language Learning (Springer, 2016). He also edited Ethics in Applied
Linguistics Research (2016). His work has appeared in AILA Review, Applied Linguistics
Review, International Journal of Applied Linguistics, Language Learning, Language
Policy, Language Teaching, Linguistics and Education, Research in the Teaching of
English, System, TESOL Quarterly, and The Modern Language Journal. He recently
guest edited special journal issues on scalar approaches to language learning and
teaching (Linguistics and Education, 2016, with Suresh Canagarajah), teacher identity
(The Modern Language Journal, 2017, with Bonny Norton), study abroad research
methodologies (System, 2017, with Hima Rawal and Irina Zaykovskaya), and World
Englishes and second language acquisition (World Englishes, 2018, with Kingsley
Bolton). He is the co-editor of TESOL Quarterly.
Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at
Birkbeck, University of London. He is interested in individual differences in foreign
language acquisition and use. He won the Equality and Diversity Research Award
from the British Association for Counselling and Psychotherapy (2013) and the
Robert Gardner Award for Excellence in Second Language and Bilingualism Research
(2016) from the International Association of Language and Social Psychology. He
authored Emotions in Multiple Languages (second edition published in 2013 by
Palgrave).
Jesse Egbert is an assistant professor in the Applied Linguistics program at Northern
Arizona University. He specializes in corpus-based research on register variation, particu-
larly academic writing and online language, and methodological issues in quantitative
linguistic research. His research has been published in journals such as Journal of English
Linguistics, International Journal of Corpus Linguistics, Corpus Linguistics and Linguistic
Theory, and Applied Linguistics (2018, Routledge). His books include an edited volume
titled Triangulating Methodological Approaches in Corpus Linguistic Research (2018,
Routledge) and a book titled Register Variation Online (2018, Cambridge).
Luke K. Fryer is an associate professor and head of faculty and research postgradu-
ate student teaching and learning programs at the University of Hong Kong. His
main area of research is the role of non-cognitive factors like interest within teaching
and learning. His work on interest, related motivations, and learning strategies has
been published widely in journals such as British Journal of Educational Psychology,
Internet and Higher Education, and Computers and Education. His statistical analyses
focus on longitudinal structural equation modeling and person-centered analyses.
 Notes on Contributors xix

Susan Gass is University Distinguished Professor at Michigan State University. She

has published widely in the field of second language acquisition. She serves as co-­
editor of Studies in Second Language Acquisition. She has lectured in many parts of the
world, including South America, North America, Asia, Africa, and Australia. From
2002 to 2008, she was the President of the International Association of Applied
Linguistics and prior to that she was the President of the American Association for
Applied Linguistics. She is the recipient of numerous awards and serves as the
Director of the Second Language Studies Program and the English Language Center,
both at Michigan State University.
April Ginther is an associate professor in the Department of English at Purdue
University, where she directs two language support programs. She has been an invited
speaker and workshop provider at institutions and conferences around the world,
presenting on her primary scholarly pursuits: the development and validation of sec-
ond language proficiency assessments, the measurement of second language fluency,
and the use and interpretation of language proficiency test scores by diverse groups of
stakeholders. She recently stepped down as co-editor of Language Testing.
Kirby C. Grabowski is adjunct assistant professor in the Applied Linguistics and
TESOL Program at Teachers College, Columbia University, where she teaches courses
on second language assessment, performance assessment, generalizability theory,
pragmatics assessment, research methods, linguistics, and L2 pedagogy. She is on the
Editorial Advisory Board of Language Assessment Quarterly and formerly served on
the Executive Board for ILTA as Member-at-Large. She was a Spaan Fellow for the
ELI at the University of Michigan, and she received the 2011 Jacqueline Ross TOEFL
Dissertation Award for outstanding doctoral dissertation in second/foreign language
testing from Educational Testing Service.
Sarah Grey is Assistant Professor of Linguistics and Spanish at Fordham University
in New York City, United States of America. She uses psycholinguistic approaches
and ERPs to study adult second language acquisition and bilingualism, and her work
has appeared in The Modern Language Journal, Studies in Second Language Acquisition,
and the Journal of Neurolinguistics. She received her PhD in Applied Spanish
Linguistics from Georgetown University and prior to joining Fordham University
she worked as a postdoctoral research fellow in Psychology and the Center for
Language Science at Pennsylvania State University.
Christoph A. Hafner is an associate professor in the Department of English, City
University of Hong Kong. He has published widely in the areas of English for specific
purposes, digital literacies, and language learning and technology. He is co-author
(with Rodney H. Jones) of Understanding Digital Literacies: A Practical Introduction
(Routledge, 2012).
Linda Harklau is a professor in the TESOL and World Language Education and
Linguistics Program at the University of Georgia. Her research examines language
xx Notes on Contributors

learning and academic achievement of immigrant youth in high school and col-
lege, schooling structure and educational policy, and teacher education. A recipi-
ent of the TESOL Distinguished Research Award, she also teaches and publishes
on the subject of qualitative methods, particularly longitudinal case study and
ethnography.
David Cassels Johnson is Associate Professor of Education at the University of
Iowa. He holds a PhD (with distinction) in Educational Linguistics from the
University of Pennsylvania. His research, teaching, and service focus on how lan-
guage policies impact educational opportunities for linguistically diverse students, in
both bilingual education and English language education programs. He is the author
of Language Policy (2013, Palgrave Macmillan) and co-editor of Research Methods in
Language Policy and Planning: A Practical Guide (2015, Wiley-Blackwell, with Francis
M. Hult).
Kristopher Kyle is an assistant professor in the Department of Second Language
Studies at the University of Hawai’i. His research interests include second language
writing and speaking, language assessment, and second language acquisition. He is
especially interested in applying natural language processing (NLP) and corpora to
the exploration of these areas.
Geoffrey T. LaFlair is an assistant professor in the Department of Second Language
Studies at the University of Hawai’i at Mānoa. He conducts research on large- and
small-­scale language assessments and quantitative research methods in the field of
second language studies. His research has been published in Language Testing, Applied
Linguistics, and The Modern Language Journal.
Samuel Larner is a lecturer in Linguistics at Manchester Metropolitan University,
UK. His PhD thesis, completed in 2012, explored the socio- and psycholinguistic
theory of formulaic sequences and their use by authors when writing short personal
narratives, with the goal of identifying individual authorial consistency and distinc-
tiveness for authorship purposes. He has published several journal articles, book
chapters, and a monograph, focussing mainly on methods of forensic authorship
attribution. In addition to teaching and researching forensic linguistics, Samuel
undertakes consultancy in authorship analysis.
Jenifer Larson-Hall is an associate professor in the English Department at the
University of Kitakyushu in Japan. Her research interests lie mainly in second lan-
guage acquisition but she believes statistics substantially affects conclusions that are
drawn in the field and has published a variety of articles and books geared toward
applied researchers in second language acquisition. Her most recent book is A Guide
to Doing Statistics in Second Language Research using SPSS and R (2016, Routledge ).
Her 2017 article in The Modern Language Journal, “Moving Beyond the Bar Plot and
Line Graph to Create Informative and Attractive Graphics”, argues for the impor-
tance of data-accountable graphics.
 Notes on Contributors xxi

Shim Lew is a doctoral candidate in the Department of Language and Literacy at

the University of Georgia. Her area of research is in teacher education for English
learners, particularly developing content-area teachers’ hybrid professional develop-
ment as content and language teachers and integrating disciplinary literacy instruc-
tion into K-12 STEM classrooms.
Shaofeng Li is an associate professor in Foreign/Second Language Education at
Florida State University where he teaches courses in second language acquisition and
language pedagogy and supervises masters and PhD students. His main research
interests include task-based language teaching and learning, form-­focused instruc-
tion, individual learner differences (especially language aptitude and working mem-
ory), and research methods.
Shawn Loewen is an associate professor in Second Language Studies in the
Department of Linguistics & Germanic, Slavic, Asian and African Languages at
Michigan State University. His research interests include instructed second language
acquisition, particularly as it pertains to learner interaction. He is also interested in
research methodology and the development of statistical knowledge. He teaches a
quantitative analysis class, as well as classes on second language acquisition. In addi-
tion to journal articles, he has authored Introduction to Instructed Second Language
Acquisition (2015) and co-authored, with Luke Plonsky, An A–Z of Applied Linguistics
Research Methods (2016, Palgrave). His co-edited volume (with Masatoshi Sato) The
Routledge Handbook of Instructed Second Language Acquisition appeared in 2017.
Alison Mackey is Professor of Linguistics at Georgetown University. She is inter-
ested in interaction-­driven second language (L2) learning, L2 research methodology
and the applications of interaction through task-based language teaching, as well as
second language dialects and identities. She is the editor of the Annual Review of
Applied Linguistics, published by Cambridge University Press, an official journal of
the American Association for Applied Linguistics.
David Malinowski is a language technology and research specialist with the Center
for Language Study at Yale University. With a background in language and literacy
education, multimodal communication, and technology-enhanced learning, he con-
ducts research and supports pedagogical innovation on such technology-­related top-
ics as internet-mediated intercultural language learning (telecollaboration) and
course-sharing with videoconferencing. At the same time, he maintains a significant
interest in linguistic landscape, seeking to find productive intersections between
urban sociolinguistics and place-based language learning. David holds a masters in
TESOL from San Francisco State University and a PhD in Education from UC
Berkeley.
Jeffrey Maloney is Assistant Professor of English at Northeastern State University.
He holds a PhD in Second Language Studies from Michigan State University and an
MA in Applied Linguistics from Ohio University. His research interests include lan-
xxii Notes on Contributors

guage teacher training with technology, computer-assisted language learning, and

language teacher and learner identity.
Tui Matelau-Doherty is a PhD candidate at Auckland University of Technology
in New Zealand. Her research uses Multimodal (Inter)action Analysis to explore the
relationship between creative practice and ethnic identity. Her masters research
examined the ethnic identity co-constructed within tertiary education environments
by Māori female students. The findings of this research were published in Interactions,
Texts and Images: A Reader in Multimodality (2014, De Gruyter). In addition, poems
she wrote as part of her data collection were published in the journal Multimodal
Communication.
Kyle McIntosh is an assistant professor in the Department of English and Writing
at The University of Tampa, where he works primarily in the academic writing and
TESOL certificate programs. His research focuses on English for Academic Purposes,
intercultural rhetoric, and writing assessment. With Carolina Pelaez-Morales and
Tony Silva, he co-edited the volume Graduate Studies in Second Language Writing
(2015).
Elizabeth R. Miller is Associate Professor of Applied Linguistics in the English
Department at the University of North Carolina at Charlotte. Her research involves
adult immigrant learners of English in the U.S. and focuses on issues related to lan-
guage ideologies and learners’ agency and identity. Her work has appeared in a num-
ber of journals, and two of her recent publications include The Language of Adult
Immigrants: Agency in the Making (2014) and the co-edited volume Theorizing and
Analyzing Agency in Second Language Learning: Interdisciplinary Approaches (2015).
Reza Norouzian is a PhD candidate in the English as a Second Language program
at Texas A&M University. In addition to his doctoral studies, Reza has also obtained
a Graduate Certificate in Advanced Research Methods from Texas A&M University.
Reza’s research interests include instructed second language acquisition and advanced
research methods. Reza has published in a number of journals including Second
Language Research and Issues in Applied Linguistics. Reza is a contributor to
StackExchange (data science, statistics, and programming forum).
Sigrid Norris is Professor of Multimodal (Inter)action and Director of the AUT
Multimodal Research Centre at Auckland University of Technology in New Zealand.
Born in Feudingen Germany, she received her BA in Russian Language and Literature
from George Washington University, and later received an MS and was conferred her
PhD in Linguistics by Georgetown University in the United States. She is the founder
of the theoretical/methodological framework Multimodal (Inter)action Analysis, has
edited and authored numerous academic books, journal articles and book chapters,
written two poetry books, and is the editor of the international journal Multimodal
Communication.
Saerhim Oh is Senior Test Development Manager at Assessment Technology and
Engineering at Pearson. Her research interests include linguistic tools in second lan-
 Notes on Contributors xxiii

guage writing assessment, feedback in second language writing, speech recognition in

second language speaking assessment, and English Language Learner assessment. She
received her doctorate degree in Applied Linguistics from Teachers College, Columbia
University. She was the 2017 Robert Lado Memorial Award recipient in recognition
of the best graduate student paper presentation at the annual meeting of Language
Testing Research Colloquium (LTRC).
Magali Paquot is a permanent Fonds de la Recherche Scientifique (F.R.S.-FNRS)
research associate at the Centre for English Corpus Linguistics, Université catholique
de Louvain. She is co-editor-in-chief of the International Journal of Learner Corpus
Research and a founding member of the Learner Corpus Research Association. Her
research interests include corpus linguistics, learner corpus research, vocabulary,
phraseology, second language acquisition, linguistic complexity, crosslinguistic influ-
ence, English for Academic Purposes, pedagogical lexicography and electronic
lexicography.
Aek Phakiti is an associate professor in TESOL at the University of Sydney. His
research focuses on language testing and assessment, second language acquisition,
and research methods in language learning. He is the author of Strategic Competence
and EFL Reading Test Performance (2007), Experimental Research Methods in Language
Learning (2014), Language Testing and Assessment: From Theory to Practice (Bloomsbury,
forthcoming), and, with Carsten Roever, of Quantitative Methods for Second Language
Research: A Problem-Solving Approach (2018). With Brian Paltridge, he edited the
Continuum Companion to Research Methods in Applied Linguistics (2010) and Research
Methods in Applied Linguistics: A Practical Resource (2015). He is Associate Editor of
Language Assessment Quarterly. He was Vice President of ALTAANZ (Association for
Language Testing and Assessment of Australia and New Zealand, 2015–2017).
Jesse Pirini is a lecturer in the School of Management at the Victoria Business
School, Victoria University of Wellington. Jesse received his PhD at the Auckland
University of Technology, studying knowledge communication, agency and intersub-
jectivity in high school tutoring. Jesse develops multimodal theory and methodology.
He works with a wide range of data sources, including f­ amily interaction, high school
tutoring, augmented reality and video conferencing. Along with academic journal
articles and chapters, Jesse is also the author of a practical workbook for training
tutors and he supports community-based peer tutoring programmes.
Luke Plonsky is Associate Professor of Applied Linguistics at Northern Arizona
University, where he teaches courses in research methods and second language acquisition.
Recent and forthcoming publications in these and other areas can be found in journals
such as Annual Review of Applied Linguistics, Applied Linguistics, Language Learning, The
Modern Language Journal, and Studies in Second Language Acquisition, as well as in edited
volumes published by Cambridge University Press, Wiley Blackwell, De Gruyter, and
others. He is also Associate Editor of Studies in Second Language Acquisition, Managing
Editor of Foreign Language Annals, and Co-Director of IRIS (iris-database.org).
xxiv Notes on Contributors

Matthew T. Prior is Associate Professor of Applied Linguistics/Linguistics/TESOL

in the Department of English at Arizona State University, where he teaches courses in
qualitative methods, discourse analysis, sociolinguistics, TESOL, and second lan-
guage acquisition. His interests include narrative, discursive-­ constructionist
approaches to identity, and social-psychological dimensions of multilingualism. He is
author of Emotion and Discourse in L2 Narrative Research (2016) and co-editor of the
volume Emotion in Multilingual Interaction (2016).
Sanghee Ryu is a research professor in the research center of Korean Language and
Literature Education at Korea University, South Korea. Ryu’s research focuses on the
use of discourse analysis and formative-design experiments to explore and improve
the teaching and learning of argumentative writing with an emphasis on underlying
definitions of rationality. Ryu has taught pre-service teacher education courses on
teaching reading and teaching writing at The Ohio State University. She teaches grad-
uate courses on research methodology at Korea University.
Betty Samraj is Professor of Linguistics at San Diego State University. Her main
research interests are in academic writing in different disciplines (including interdis-
ciplinary fields) and genre analysis. She has conducted analyses of several different
genres such as research article introductions, abstracts, masters theses, graduate stu-
dent research papers, manuscript reviews, personal statements and, most recently,
suicide notes. She teaches teacher preparation courses such as English for Specific
Purposes and Teaching ESL Reading and Writing in a masters program in applied
linguistics.
Gale Stam is Professor of Psychology at National Louis University in Chicago,
Illinois. Her research interests include language, culture, and cognition; gesture; and
L1 and L2 acquisition. She has published articles on changes in thinking for speak-
ing, the importance of looking at gesture in L2 acquisition, gesture and lexical
retrieval in an L2 setting, and language teachers’ gestures. She serves on the editorial
board of the journals Gesture and Language and Sociocultural Theory and has co-edited
two volumes: Gesture: Second Language Acquisition and Classroom Research (2008)
and Integrating Gestures: The Interdisciplinary Nature of Gesture (2011).
Sue Starfield is a professor in the School of Education at UNSW Sydney. With
Brian Paltridge, she is co-author of Thesis and Dissertation Writing in a Second
Language: A Handbook for Supervisors (2007) and of Getting published in academic
journals: Negotiating the publication process (2016) and co-editor of the Handbook of
English for Specific Purposes (2013). She co-authored Ethnographic Perspectives on
Academic Writing with Brian Paltridge and Christine Tardy (2016). With Brian
Paltridge, she is co-editor of two new book series: Routledge Introductions to English
for Specific Purposes and Routledge Research in English for Specific Purposes. Her research
interests include tertiary academic literacies, advanced academic writing, postgradu-
ate pedagogy, ethnographic methodologies, identity in academic writing, and access
and equity in higher education.
 Notes on Contributors xxv

Crissa Stephens is a doctoral candidate at the University of Iowa. Her work uses a
critical sociocultural lens to examine how language policies interact with social iden-
tity development and opportunity in education. Her teaching and activism in the US
and abroad help to inspire her approach, and her recent publications utilize ethno-
graphic and discourse-analytic methods to explore language policy and educational
equity in local contexts.
Scott Sterling is Assistant Professor of TESOL and Linguistics in the Department
of Languages, Literatures, and Linguistics at Indiana State University. His recent
work investigates the level of training, current beliefs and practices that the field of
applied linguistics has towards research ethics. His main area of focus is meta-research,
particularly research ethics, and he has published work related to these topics in vari-
ous journals and edited volumes in linguistics. He completed his PhD at Michigan
State University in 2015 with a dissertation that focused on the complexity and com-
prehensibility of consent forms used in ESL research.
Jeffrey Stewart is Director of Educational Measurement and a lecturer at Kyushu
Sangyo University in Japan. He has published articles in numerous journals such as
TESOL Quarterly and Language Assessment Quarterly regarding vocabulary acquisi-
tion and testing using a number of advanced statistical modeling tools, most specifi-
cally item response theory.
Kaitlyn M. Tagarelli works as a postdoctoral fellow in Psychology and Neuroscience
at Dalhousie University in Halifax, Canada. She received her PhD in Applied
Linguistics from Georgetown University and her research uses behavioral, Event-
related Potential (ERP), and Functional magnetic resonance imaging (fMRI) tech-
niques to examine the neural and cognitive mechanisms involved in language learning
and processing. Dr. Tagarelli is particularly interested in the brain structures and
memory systems underlying language learning, and how individual differences and
learning conditions interact with learning processes and outcomes. Her work has
appeared in edited volumes and Studies in Second Language Acquisition.
Hong Wang is a subject librarian and information specialist at the University of
Auckland. She has a masters degree in library and information science, a bachelor’s
degree in foreign language education, and an associate degree in computer science.
She has extensive experience in lecturing on information literacy, and she has also
taught ESL and Chinese in various instructional settings in China and the U.S.
Terrence G. Wiley is Professor Emeritus at Arizona State University and immediate-
past President of the Center for Applied Linguistics, specializing in language educa-
tion and policy. His recent works include Handbook of Heritage, Community, and
Native American Languages: Research, Policy, and Practice (co-editor, 2014) and Review
of Research in Education, 2014, 38(1). Wiley co-founded the Journal of Language,
Identity and Education and the International Multilingual Research Journal. He is
organizer of the International Language Policy Research Network of Association
xxvi Notes on Contributors

Internationale de la Linguistique Appliquée and recipient of the American Association

for Applied Linguistics Distinguished Scholarship and Service Award (2014).
Anna Her Yang is a doctoral student in the Department of Language and Literacy
Education at the University of Georgia. She is also the project coordinator of a five-
year National Professional Development grant. Her research interest primarily focuses
on the pedagogical experiences of mainstreamed ESOL (content-area) teachers of
English learners.
Soo Jung Youn is Assistant Professor of English at Northern Arizona University,
USA. Her academic interests include L2 pragmatic assessment, task-based language
teaching, quantitative research methods, and conversation analysis. In particular, her
research focuses on assessing L2 learners’ ability to accomplish various pragmatic
actions in interaction by investigating a wide range of interactional features indicative
of a varying degree of pragmatic competence using mixed methods. Her studies have
recently been published in Language Testing, System, and Applied Linguistics Review.
Richard F. Young is Emeritus Professor of English at the University of Wisconsin-
Madison and Chutian Professor in the School of Foreign Languages at Central China
Normal University. His research focuses on the relationship between language and
social context and has resulted in four books: Discursive Practice in Language Learning
and Teaching (2009), Language and Interaction (2008), Talking and Testing, and
Variation in Interlanguage Morphology (1998), as well as over 70 articles.
 List of Figures

Fig. 1.1 The five key stages of empirical research 13

Fig. 2.1 “Practicing speaking” in Spanish (Hall, 2004, p. 76) 34
Fig. 2.2 Representing embodied cognition (Goodwin, 2003, Fig. 2.9,
p. 35)39
Fig. 3.1 Beeswarm plot of interest in interacting with Chatbot (Data 1)
and human partner (Data 2) 61
Fig. 3.2 Diagram of longitudinal Chatbot experiment design 65
Fig. 3.3 Combination interaction/boxplots of the longitudinal Chatbot
data66
Fig. 3.4 A parallel plot showing interest in human versus Chatbot
interlocutors over three testing times 68
Fig. 3.5 Hypothesized model of interest in task and course 71
Fig. 3.6 Final model of interest in task and course 71
Fig. 9.1 The four questions framework 185
Fig. 9.2 Visual prompt for a literature review 188
Fig. 9.3 How is my study contributing? 191
Fig. 12.1 Draft 1 of fieldnotes 254
Fig. 12.2 Coded fieldnotes 259
Fig. 12.3 Screenshot of Transana programme used to collate fieldnotes and
recordings (Hall, personal data, 2015) 264
Fig. 14.1 Sample visual world. Note: In this example, “cat” is the target,
“caterpillar” is an onset competitor, “bat” is a rhyme competitor,
and “hedgehog” is an unrelated distractor. Images are from the
Multipic database (Duñabeitia et al., 2017) 291
Fig. 14.2 Sample data from mouse-tracking language experiment. Note:
The black line represents a competitor trajectory; the gray line
represents a target trajectory. Images are from the Multipic
database (Duñabeitia et al., 2017) 292

xxvii
xxviii List of Tables

Fig. 14.3 Sample ERP waves and scalp topography maps of the standard
ERP correlate of semantic processing (N400). Note: Each tick
mark on y-axis represents 100 ms; x-axis represents voltage in
microvolts, ±3μV; negative is plotted up. The black line repre-
sents brain activity to correct items, such as plane in example 2a.
The blue line represents brain activity to a semantic anomaly,
such as cactus in example 2b. The topographic scalp maps show
the distribution of activity in the anomaly minus correct
conditions with a calibration scale of ±4μV. From data reported
in Grey and Van Hell (2017) 296
Fig. 14.4 Examples of (a) semantic priming using lexical decision, (b)
masked semantic priming, and (c) syntactic priming using a
picture description task. Note: Drawing credit: Kyle Brimacombe 298
Fig. 14.5 Artificial linguistic systems in language learning paradigms
(based on Morgan-Short et al., 2010; Saffran et al., 1996;
Tagarelli, 2014). Note: Drawing credit: Kyle Brimacombe 302
Fig. 17.1 Grammar and Beyond 4, “Avoid Common Mistakes” box (p. 75) 365
Fig. 17.2 “Be careful note” on the overuse of modal auxiliaries (MEDAL2,
p. 17)367
Fig. 19.1 Scatterplots of four samples of students’ scores 401
Fig. 19.2 Scatterplots indicating small, medium, and large r in L2 research 402
Fig. 19.3 Crosshatched area representing an r2 of 0.25 (25%) 403
Fig. 19.4 Representation of Pearson’s r as a non-directional measure 404
Fig. 19.5 Representation of regression as a directional measure 404
Fig. 19.6 Scatterplot for predicting OLA from LR(years)406
Fig. 19.7 Menu for selecting simple regression analysis in SPSS 407
Fig. 19.8 Selections for running regression analysis in SPSS 407
Fig. 19.9 Statistics for running regression in SPSS 408
Fig. 19.10 ANOVA partitioning of total sum of squares (SOS) in OLA
(R2 = 50.1%)410
Fig. 19.11 Scatterplot with for LR(years) predicting OLA with the regression
line413
Fig. 19.12 Factor shown as the commonly shared area among standardized
variables417
Fig. 20.1 EFA versus PCA 425
Fig. 20.2 12 essential steps in EFA 429
Fig. 20.3 Screenshot of the strategy use in lectures data 429
Fig. 20.4 Descriptive statistics options in SPSS 430
Fig. 20.5 EFA in SPSS 432
Fig. 20.6 Factor analysis menu 433
Fig. 20.7 SPSS Descriptives dialog box 433
Fig. 20.8 SPSS extraction dialog box 435
Fig. 20.9 SPSS extraction dialog box 436
 List of Figures xxix

Fig. 20.10 Scree plot (PCA) 438

Fig. 20.11 Creating a parallel analysis syntax 439
Fig. 20.12 Customising a parallel analysis syntax in SPSS 440
Fig. 20.13 Extracting factors using the principal axes factoring method with
the fixed factor number = 5 441
Fig. 20.14 Scree plot (PAF) 443
Fig. 20.15 Rotation dialog box (direct Oblimin method) 444
Fig. 20.16 Rotation dialog box (Varimax method) 445
Fig. 20.17 Options dialog box 445
Fig. 20.18 Creating a factor score 452
Fig. 20.19 Factor scores in the SPSS data sheet 452
Fig. 20.20 Creating a composite score for comprehending strategies 453
Fig. 21.1 A third-order factor CFA model 462
Fig. 21.2 CFA model of reading performance (Standardised solution;
N = 651)463
Fig. 21.3 CFA model of reading performance (Unstandardised solution;
N = 651)464
Fig. 21.4 A hypothesised SEM model of the influences of trait cognitive
and metacognitive processing on reading performance (N = 651)466
Fig. 21.5 Eight essential steps in CFA or SEM 470
Fig. 21.6 Open a data file in EQS 478
Fig. 21.7 EQS spreadsheet 479
Fig. 21.8 EQS diagram drawing tool 480
Fig. 21.9 EQS diagram drawing canvas 481
Fig. 21.10 Factor structure specification 481
Fig. 21.11 A hypothesised CFA of comprehending strategies 482
Fig. 21.12 EQS model specifications 483
Fig. 21.13 EQS model specifications 484
Fig. 21.14 Analysis in EQS 485
Fig. 21.15 Distribution of standardised residuals 486
Fig. 21.16 Parameter estimates options 490
Fig. 21.17 First-order CFA for comprehending strategy use (unedited
version)491
Fig. 21.18 Revised first-order CFA model for comprehending strategy use 492
Fig. 21.19 Distribution of standardised residuals (revised model) 493
Fig. 21.20 Revised CFA model of comprehending strategy use 494
Fig. 22.1 Histogram of vocabulary test scores for Teaching Method 2 507
Fig. 23.1 Bar plot displaying normed frequency of said in news and other
CORE registers 527
Fig. 23.2 Resampled mean differences based on the data from Donaldson
(2011)533
Fig. 25.1 TAALES GUI 579
Fig. 25.2 TAALES .csv file for analysis 580
xxx List of Figures

Fig. 25.3 WEKA explorer 581

Fig. 25.4 File selection in WEKA 581
Fig. 25.5 Histogram for normally distributed TAALES index 582
Fig. 25.6 Histogram for non-normally distributed TAALES data 583
Fig. 25.7 Selection of model in WEKA 585
Fig. 25.8 Selection of cross-validation type in WEKA 585
Fig. 25.9 Initial linear regression model reported in WEKA with suppres-
sion effects 586
Fig. 25.10 Final linear regression model 587
Fig. 33.1 Heritage language dissertations between 2011 and 2016 by
country748
Fig. 33.2 Language(s) studied by articles in the Heritage Language Journal
and dissertations. Note: Some of the articles published in the
Heritage Language Journal and dissertations publised in the
ProQuest Database contain the examination of one more
heritage language 751
 List of Tables

Table 5.1 Common types of mixed methods designs 107

Table 6.1 A comparison between traditional reviews and research
syntheses140
Table 9.1 Thesis proposals: structure and purpose (based on Paltridge &
Starfield, 2007, p. 61) 194
Table 10.1 Moves in empirical research article introductions 203
Table 10.2 Dimensions to consider when constructing a research article 214
Table 10.3 Discovering norms for use of metadiscoursal features 215
Table 14.1 Common language-related ERP effects 295
Table 19.1 Two variables showing a perfectly positive Pearson’s r397
Table 19.2 Two variables showing a perfectly negative Pearson’s r398
Table 19.3 Imperfect r due to differences in ordering399
Table 19.4 Imperfect r due to differences in scores’ shapes399
Table 19.5 Imperfect r due to differences in scores’ shapes and ordering399
Table 19.6 Data for predicting OLA from LR (N = 10)405
Table 19.7 SPSS output of model summary from simple regression
analysis408
Table 19.8 ANOVA output table for simple regression analysis in SPSS 409
Table 19.9 Output for regression coefficients in SPSS 412
Table 19.10 Result of prediction of OLA from LRyears for our ten partici-
pants412
Table 19.11 Coefficients table with modified scale for predictor variable 413
Table 20.1 Descriptive statistics of items one to five 431
Table 20.2 Cronbach’s alpha coefficient of the questionnaire 431
Table 20.3 KMO and Bartlett’s test based on 37 items 434
Table 20.4 Communalities (initial and extracted) 437
Table 20.5 Total variance explained 438

xxxi
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Title: Seltsame Käuze

Geschichten aus dem Tierleben

Author: Arno Marx

Release date: September 24, 2023 [eBook #71714]

Language: German

Original publication: Stuttgart: Kosmos, Gesellschaft der

Naturfreunde (Franck'sche Verlagshandlung), 1914

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https://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK SELTSAME

KÄUZE ***
 Anmerkungen zur Transkription
Der vorliegende Text wurde anhand der Buchausgabe von 1914 so weit wie möglich
originalgetreu wiedergegeben. Typographische Fehler wurden stillschweigend korrigiert.
Ungewöhnliche und heute nicht mehr verwendete Schreibweisen bleiben gegenüber dem
Original unverändert; fremdsprachliche Ausdrücke wurden nicht korrigiert.
Der Übersichtlichkeit halber wurde das Inhaltsverzeichnis an den Anfang des Texts
verschoben.
Das Original wurde in Frakturschrift gesetzt. Passagen in Antiquaschrift werden hier
kursiv wiedergegeben. Abhängig von der im jeweiligen Lesegerät installierten Schriftart
können die im Original g e s p e r r t gedruckten Passagen gesperrt, in serifenloser Schrift,
oder aber sowohl serifenlos als auch gesperrt erscheinen.
Seltsame Käuze
 Arno Marx

Seltsame Käuze
Geschichten aus dem Tierleben

Kosmos, Gesellschaft der Naturfreunde

Franckh’sche Verlagshandlung, Stuttgart
 Inhaltsverzeichnis

Seite
Schnüffel, der Igel 1
Raben 9
Unser Eisvogel 17
Waldkauz 25
Ohreulen 33
Rothals und Grauwange 41
Vom Hecht 48
Die Papierburg 56
Hermännchen 64
Raubritter 72
Fasan 83
Neuntöter 92
Zwergreiher 100
Käuze im Dorfe 108
Vom Pionier im Samtrock 115
Königin Apis 123
Hüttenjagd 132
Vom Aal 149
Haselmaus 157
Frau Duftig und ihre Kinder 165
 Schnüffel, der Igel

Am Ende des Dorfes, an seiner schönsten Stelle, liegt die

Wassermühle. Der Bach, der lustig über Stock und Stein sprang,
dann durch die Felder eilte und im Dorfteiche seine Glieder ein
Weilchen ausruhte, muß durch ein enges Bett, über Bretter hinweg
und unter einem Schützen hindurch sich zwängen. Zischend und
sprudelnd springt er hinunter auf ein großes Wasserrad, das sich
ächzend dreht unter seinem Aufprall. Langsam und gleichmäßig
dreht das große Rad an der Welle, die knirschende Mahlsteine und
klappernde Schüttbretter bewegt. Das Sprudeln und Zischen, das
Brummen und Stampfen, das Klappern und Klingeln, wenn ein Gang
leer läuft, kurz all der dumpfe, eigenartige Mühlenlärm nimmt Tag
und Nacht kein Ende. Doch die Leute in der Mühle vernehmen nichts
davon, und auch der Spitz, der an der Kette wie rasend tobt, wenn
ein fremder Schritt sich nähert, die Hühner auf dem Hofe und die
Tauben, die sich gurrend auf dem Dache herumtreiben, sie alle sind
gerade so an das Geräusch gewöhnt, wie die Mäuse und Ratten, die
in dem alten Mühlgemäuer hausen und ihren Teil von Getreide,
Schrot und Kleie nehmen, ohne um Erlaubnis zu fragen.
Nur einer hat fortwährend über den Lärm und die Unruhe zu
klagen, gerade wie er sich beschwert, wenn die Jahreszeiten sich
ändern, oder heute, wenn es regnet, und morgen, wenn die Sonne
scheint. Will man den Nörgler, den Griesgram besuchen, so muß
man sich einige Schritte bachabwärts bemühen. Dort steht ein alter,
hohler Kopfweidenbaum, der immer und immer hofft, einmal noch
zum Blühen zu kommen, wenn auch zwanzigmal und öfter schon der
habgierige Mensch ihm seine schlanken Zweige raubte. Unten dicht
über dem Boden führt eine Öffnung in den hohlen Baum, durch die
ein dicker Kater bequem durchschlüpfen könnte. Hier hat der
Unzufriedene seine Wohnung. Aus dürrem Laub und trockenen
Grashalmen ist ein sauberes, warmes Nest gebaut worden.
Wollen doch einmal sehen, ob der Bewohner zu sprechen ist.
Tastend fährt ein Stöckchen in den Laubhaufen, jetzt stößt es auf
einen tierischen Körper, und zorniges Fauchen tönt uns entgegen.
„Bangemachen gilt bei uns nicht, Freundchen!“ Weiter tastet der
Stock und deutlich spüren wir ein kratziges, stachliges Etwas im
Innern des Nestes. Der Insasse ist entschieden sehr ungehalten
über unsern Eingriff, das Fauchen klingt ganz zornig, und jetzt wird
gar der Stock weggestoßen. Wir brauchen nicht weiter zu forschen.
Daß ein I g e l im Baumstumpf steckt, haben wir ja längst erraten.
Schnorrer, der dicke Kater, und Spitz, der unbestechliche Wächter,
sie kennen ihn längst, den alten Igel Schnüffel, sie kennen alle seine
Eigenheiten und wissen auch, wie es kam, daß der früher so
gutmütige und zufriedene Igeljüngling zu einem alten, grilligen
Einsiedler wurde.
Vor vier oder fünf Wintern mag es gewesen sein, da erblickte
Schnüffel unter einem dichten Reisighaufen das Licht der Welt. Gar
komisch muß er damals ausgesehen haben, wenigstens seine
Mutter sprach immer davon, daß er der netteste und hübscheste
kleine Igel gewesen wäre, den sie jemals gesehen hätte. Seine
kleine rosige Schnauze und die weißen Stacheln, die kleinen
schwarzen Augen hätten ihn zu einem entzückenden kleinen Bengel
gestempelt. Na ja, seine Mutter, die Frau Swinegel — den Namen
hatte sie von einem weißen Kater aus Norddeutschland, der
Plattdeutsch sprach, erhalten — war ja eine kreuzbrave Frau, aber in
bezug auf Kinder ein bißchen eitel. Sicher waren seine Geschwister
auch ganz prächtige Kerlchen gewesen, aber weil sie in der
Regennacht naß wurden und starben, hatte Schnüffels Mutter gar
keinen Grund, sie lieb zu haben; ihre ganze Liebe übertrug sie auf
den einzigen Überlebenden, eben Schnüffel. Wie eine halbe
Wallnußschale groß war er erst gewesen, aber erstaunlich rasch
wuchs er heran. Sein Haarkleid fing an zu sprießen, seine Stacheln
färbten sich, und auch seine rosenrote Nase wurde dunkler. Nach
vielen vergeblichen Versuchen lernte er es auch, sein Stachelkleid
ruckweise über die Nase herunter zu ziehen, ja, bald konnte er sich
zu einer richtigen Kugel zusammenrollen wie ein erwachsener Igel.
Nun durfte er auch allein ausgehen und selbst bestimmen, was er
essen wollte.
Ach hätte ihn doch seine Mutter etwas straffer in Ordnung
gehalten, dann wäre er vielleicht nie zu seiner trüben
Weltanschauung gekommen.
Es war ein wunderschöner Herbsttag. Die Sonne lachte und
trocknete die Spuren, die der Regen von gestern überall
zurückgelassen hatte. Das schöne Wetter lockte Schnüffel, und
ohne sich viel um das helle Licht zu kümmern, trollte er hinüber nach
Müllers Garten, um zu sehen, ob nicht eine reife Butterbirne gefallen
wäre. Wirklich lag eine am Spalier und Schnüffel begann, sie
behaglich schmatzend zu verzehren. Da raschelt es plötzlich. Mit
einem Ruck zog er seine Stachelhaut über den Kopf und gerade zur
rechten Zeit. Schnüffel fühlte, wie etwas heftig an seine Stacheln
stieß und dann knurrend zurückfuhr. „Aha, ein Hund“, dachte er, „na,
dann hole dir nur eine blutige Nase, ich habe Zeit, bis du es satt
hast“. „Wau, wau, waau, wäwäwäwä“, jaulte der Hund und fuhr
rasend vor Wut immer und immer wieder auf den Stachelklumpen
los. Wohl eine halbe Stunde währte der Lärm, und Schnüffels
empfindliche Ohren waren fast taub davon geworden, und ein
dumpfes Brummen in seinem Schädel setzte ein. Endlich hatte der
Hund sein Kläffen selber satt. „Das wurde Zeit, sonst wäre ich wohl
noch krank geworden von dem Lärm“, dachte Schnüffel, rollte sich
auf und wollte sich eiligst aus dem Staube machen. Da ging es
„Schnapp“, und wie ein feuriger Funken fuhr es dem Igel über die
Nase. Der Hund hatte stumm dagelegen und dann dem Igel nach
der Nase geschnappt. Bis zur Dunkelheit lag nun Schnüffel fest
zusammengerollt da. Ein Glück, daß der Hund einen Augenblick zu
zeitig zugefahren war, sonst hätte wohl die Wunde dem
Stachelhelden den Tod gebracht, so kam er mit einer runzligen
Narbe und dem Schrecken davon.
Die Wunde auf der Stirn verlieh Schnüffels Gesicht etwas
Mürrisches, und auch sein Charakter verlor allmählich die
Gemütlichkeit, wie sie sonst bei der Sippe Igel die Regel ist.
Schnüffel wurde zum Nörgler. Wenn ihm, was selten genug vorkam,
ein dicker Mistkäfer vor der Nase wegflog, faßte er das als
persönliche Tücke des Schicksals auf. Geradezu unverschämt fand
er die Geschwindigkeit der Mäuse, und rächte sich, wenn er eine
überrumpeln konnte. Ging er in den Garten, um wie allabendlich
seine Fallbirnen zu holen und fand die Früchte schon gepflückt,
dann konnte er lange Selbstgespräche halten und über die
Schlechtigkeit der Menschen schimpfen, die ihm seine Birnen
gestohlen hatten. Den Menschen und ihrer Mißgunst schreibt er es
zu, wenn es anfängt, Winter zu werden, ihnen schreibt er auch die
Erfindung der Hunde zu. Überhaupt Hunde! Wenn ihn da einer
anbellt, der kann ja auf eine zerstochene Schnauze gefaßt sein. Es
fällt Schnüffel gar nicht ein, sich völlig zusammenzurollen. Straff
zieht er die Stirnhaut zu einem stachligen Helm zusammen und
erwartet unter trommelndem Brummen seinen Erbfeind. Sobald der
Hund ihm zu nahe kommt, stößt er mit einem raschen Rucke zu und
spießt seine Stacheln in die empfindliche Schnauze des Gegners. Je
wütender der Hund wird, desto besonnener verteidigt sich Schnüffel,
bis er schließlich doch das Feld behauptet und der übel zugerichtete
Feind beschämt abzieht.
Schnüffel ist stolz auf seine Kühnheit, Hunden gegenüber; aber
auch sonst gibt es Gelegenheit genug, zu zeigen, daß unter seinem
stachligen Fell ein tapferes Herz wohnt. Gar manche Ratte, vor der
auch Schnorrers tapferes Katerherz ängstlich zu werden begann, ist
unter seinem Biß verblutet. Zufassen und nicht loslassen ist die
Hauptsache bei der Rattenjagd, und dann schnell wie der Blitz das
Stachelvisier herunter, dann kann die erfaßte Ratte rasen und
beißen wie sie will. Wenn sie sich dann jämmerlich zerstochen und
mattgetobt hat, dann kann ein zweiter und nach einer Weile ein
dritter und vierter Biß das Opfer töten, und der Schmaus kann
beginnen. Dann ist Schnüffel froh und zufrieden, bis das Mahl
beendet ist.
Die ritterlichsten Kämpfe gibt es aber doch im Frühjahr, wenn die
Liebe an das Igelherz rührt. Dann zieht Schnüffel hinaus in den
Wald, um sich eine oder auch einige Schöne zu suchen; denn
betreffs ehelicher Treue nimmt er es nicht sonderlich genau. Zwar
versuchen die rechtmäßigen Liebhaber den unliebsamen
Eindringling mit der Stirnnarbe zu vertreiben und ihre angestammten
Rechte zu behaupten, aber ohne Erfolg. Keiner kann so wuchtige
Schläge mit dem Stachelhelm austeilen wie Schnüffel, keiner kann
wie er jede Blöße des Gegners zu einem raschen Bisse benutzen.
Hat er dann der Minne Sold genossen, dann hat er nichts dagegen,
wenn der frühere Galan wieder an seine Stelle tritt, dann eilt er
weiter, um neue Abenteuer zu bestehen.
Doch nicht nur Liebeskämpfe, auch andere Sträuße besteht
Schnüffel auf seinen Frühjahrsfahrten. Just um die gleiche Zeit,
Anfang April, erwachen auch die Kreuzottern aus ihrer winterlichen
Erstarrung und kriechen heraus, um Sonnenbäder zu nehmen.
Wenn eine aber Schnüffel in die Quere kommt, kann sie ihr
Testament machen. Zwar giftfest ist er nicht, aber er verläßt sich auf
sein Kleid, klappt den Helm vor und beißt das giftige Reptil einfach
tot, um es dann zu verzehren.
Im Frühjahr hält Schnüffel überhaupt auf kräftige Kost. Wenn
man vom November bis zum März rein gar nichts genießt, dann
bleibt auch beim sparsamsten Atmen von den Fettpolstern des
Herbstes nichts übrig. Dann schlittert die Haut um den Körper, aus
dem fetten Schweinigel des Herbstes ist ein dürrer Hundeigel
geworden. Und dabei ist der Tisch im Frühjahr durchaus nicht etwa
allzu reich gedeckt. Dicke Schnecken gibt es noch nicht viel,
Regenwürmer sind auch nicht häufig zu finden. Gar viele Mäuse sind
in der Nässe des Frühjahrs umgekommen, Eidechsen und
Blindschleichen, Ringelnattern und Kreuzottern muß man am Tage
suchen. Doch Schnüffel leidet trotzdem nicht Not. Jetzt macht er
seinem Namen Ehre und durchschnuppert jeden Winkel nach etwas
Genießbarem. Oft sind es nur Käfer und ihre Larven, die er findet,
aber in großer Zahl machen sie auch satt. Bald fangen auch
Rebhühner und Fasanen an, ihre Eier zu legen, da gibt es oft fette
Tage. So ein paar frische Eier schmecken auch dem Igel gut. Wenn
auch beim Ausschlürfen etwas vom Inhalt verloren geht, na, das
schadet nicht viel, dann versucht man eben seine Zähne an einem
andern. Am reichsten aber ist der Tisch in maikäferreichen Jahren
gedeckt, wenn am Morgen die von der Kühle der Nacht erstarrten
Käfer im Grase sitzen. Dann haben die spitzen Zähnchen Schnüffels
fortwährend zu tun, und behaglich schmatzend verzehrt der
Stachelheld einen nach dem andern. Wenn dann das feuchte
Näschen noch eine Maus entdeckt hat, die durch rasches,
bolzenartiges Zufahren erwischt wird oder die aus ihrem flachen
Loche ausgescharrt werden kann, dann ist der Igel so ziemlich mit
seinem Schicksal zufrieden.
Bald kommen die warmen Sommernächte, in denen die
Kleintierwelt so zahlreich umherkriecht, das sind Feste für den Igel.
Bald muß eine fette Schnecke, bald ein Regenwurm, dann ein Käfer
hinunter in den Magen, bald wieder wird eine unerfahrene Maus
erwischt oder eine junge Goldammer verspeist, die zu zeitig dem
Neste entflogen war. Bei der reichlichen Kost wird Schnüffel fett,
unter seiner Stachelhaut liegen dicke Fettpolster, und das dicke
Bäuchlein scheint am Boden zu schleifen. Wenn dann der Herbst
heranrückt und die Obstsorten reifen läßt, wendet sich Schnüffel
mehr der Pflanzenkost zu. Bald verspeist er eine saftige Birne, bald
eine blaue Pflaume, und dabei wird er immer fetter.
Wer aber glauben sollte, der alte Igel würde um so gemütlicher
und zufriedener, je dicker er wird, der irrt gewaltig. Der Herbst ist die
Zeit, wo Schnüffel am meisten schimpft. Er klagt, daß die Nächte so
kalt würden und der leckerste Bissen dann keinen Reiz mehr für ihn
hätte. Natürlich sind es die Menschen, denen Schnüffel die
Abnahme der Wärme zuschreibt. Aber er will es sie schon fühlen
lassen, nicht eine Schnecke, nicht eine Maus will er ihnen
wegfangen, das mag tun, wer will, er streikt. Und dann geht er und
sammelt abgefallenes Laub. Ganze Büschel voll schleppt er in den
hohlen Weidenstumpf, auch dürres Gras trägt er dazu und formt ein
warmes Nest, in dem er die ungünstige Jahreszeit verbringt. Wenn
einmal Frost und Schnee die Erde in Bann hält, findet man selten
einen Igel außer Versteck, erst die Märzsonne lockt sie wieder
heraus.
 Raben

In einem harten Winter hatten sie sich kennen gelernt. Ohne

Vorstellung hatten sie gleich gefühlt, daß sie zusammengehörten,
wenn er auch einen schwarzen Rock trug und sie eine nebelgraue
Robe mit schwarzem Schulterkragen. Schon ihre Mundart hatte so
viel Verwandtes, wenn er auch Rabenkrähensächsisch sprach, wie
es in der Elbaue üblich ist, und sie den Nebelkrähendialekt der
Lausitz. Die vielen Saatkrähen, in deren Gemeinschaft sie sich durch
den Winter schlugen, hatten eine ganz andere Sprache. Zwar ihr
Schnabel war länger, spitzer und feiner, aber ihre Stimme war rauh
und grob, wenn sie nicht in Fisteltöne überschlug. Manchmal
gesellten sich auch Dohlen zu ihrer Schar. Bei den Wanderungen
waren die dann an der Spitze und ihr Djah, Djah gab den Weg an.
In einer so gemischten Gesellschaft gab es natürlich oft Zank und
Streit. Da hatte eine alte Saatkrähe mit grindigem Schnabel eine
Maus gehascht, doch die anderen Mitglieder der Gesellschaft
suchten sie ihr abzujagen unter vielem Geschrei und Gekrächz. Bei
den dampfenden Dunghaufen auf den Feldern ging es friedlicher
her. Da war für alle genug zu fressen, ob es nun halbverdaute
Haferkörner waren oder ein Heringskopf oder Wurstschalen. Nur
besonders große Bissen erregten dann den Neid und die Streitlust
der andern. Auch die beiden echten Raben, die Nebelkrähenjungfrau
und der Rabenkrähenjüngling, mußten zunächst manchen Bissen an
neidische Gefährten abtreten. Bald aber merkten sie, daß eigentlich
doch ihre Schnäbel die kräftigeren waren, und nun machten sie
selbst oft erfolgreiche Jagd auf fremde Bissen. Ein besonderes
Freudenfest war es für die Raben, wenn ein Stück Fallwild gefunden
wurde oder wenn Reineke Langschwanz, der Fuchs, einen Hasen
gefangen hatte und ihn nun der Dickung zuschleppen wollte. Hei,
das machte Spaß, ihm in jähem Schwunge einen Hieb zu versetzen,
bis er verschüchtert seinen Raub im Stiche ließ und vor den
lärmenden Galgenvögeln die Flucht ergriff. Dann füllten sich die
Raben Kropf und Magen, bis nichts mehr hineinging.
Die Saatkrähen zupften und schlangen wohl auch, aber ihre Kost
war das nicht; denen waren die Körner an der Fasanenfütterung viel
lieber, wenn auch dort manche nach einem wundersam rauchenden
Donner in den Schnee stürzte. Dann kam gewöhnlich ein Mann aus
dem Fichtendickicht mit einem langen Ding in der Hand, nahm die
Geschossene und ging seiner Wege. Dann war laut krächzendes
Wehklagen in der Luft, aber lebendig wurde der Gefährte nicht
wieder. Danach war die Fütterung einige Tage unheimlich und wurde
gemieden.
Aber ein anderer reicher Ersatz bot sich dar. Am Waldrande lag
ein Rehkitz, das der Fuchs schon angegangen hatte. Die
Bauchhöhle war geöffnet und den Krähen der Weg zum Mahle leicht
gemacht. Unter den spitzen Schnäbeln schmolz das Wildbret ganz
gehörig zusammen, und nur wenig blieb übrig für den kommenden
Tag. Am anderen Morgen war der Rest noch da, und eilig machten
sich die Saatkrähen ans Mahl, während die vorsichtigen Raben erst
von der hohen Fichte aus Umschau hielten nach dem gefürchteten
Grünrock mit der Donnerbüchse.
Auf einmal ertönten laute Schreckensrufe von den am Aase
beschäftigten Verwandten. Eine der jungen Saatkrähen ist soeben
beim gierigen Mahle tot umgesunken. Strichnin hat der Förster auf
das bloßgelegte Fleisch gestreut, jetzt beginnt es zu wirken. Schon
liegen zwei weitere zuckende Opfer auf dem Schnee, entsetzt
versuchen alle anderen zu entfliehen, aber manche stürzt noch in
den Schnee. Furchtbar ist die Wirkung des giftigen Fleisches im
leeren Magen, ein Dutzend der betrogenen Krähen fallen nach
wenigen Flügelschlägen zu Boden, einige vermögen sich noch bis
zu den nächsten Bäumen zu flüchten, die überlebenden aber suchen
krächzend das Weite.
 Gar harte Tage folgten. Endlich schien die Sonne wärmer, aber
die ersten Tage der Schneeschmelze brachten neue Entbehrungen
für den Krähenschwarm. Der Schnee wurde zähe und naß, in der
Nacht fror er zusammen, und es machte große Mühe, die harte
Kruste zu durchbrechen. In diesen Tagen war die Landstraße mit
dem Pferdedung stark besucht, sogar in die Nähe der Häuser
wagten sich die hungrigen Schwarzen und schlangen die
Schweinsborsten und die Hautfetzen gierig hinunter, die vom letzten
Schlachtfest an der Miststelle lagen. Doch die Not wich einem
wahren Festmahle, als Tauwetter kam und allerorts Hochwasser auf
den Wiesen stand. An der Wassergrenze waren Schnecken und
Käfer in Hülle und Fülle angetrieben, und mit wohlgefüllten Kröpfen
flogen die Krähen an diesem Abend nach ihren Schlafplätzen. Am
anderen Tage wurde es noch besser. Das Wasser war
zurückgetreten, und in den zahlreichen Pfützen auf der Wiese waren
Hunderte von kleinen Weißfischen zurückgeblieben, die den
Küchenzettel wesentlich bereicherten.
Die schlimmste Zeit war nun überstanden. Nach einigen Wochen
kehrten die Stare aus den Winterquartieren zurück und mischten
sich unter die Krähenscharen. Das war das Zeichen, allmählich in
die Brutplätze einzurücken und zu sehen, was der Winter für
Schaden an den Nestern angerichtet hatte. Die Nebelkrähe und der
Rabenjüngling trugen sich mit Abschiedsgedanken. Sie zog es mit
Gewalt ostwärts, wie sie sagte, er aber wollte in seiner Heimat
bleiben, um hier ein Weib zu freien. Am liebsten wäre ihm ja seine
Gefährtin als Gattin gewesen; trug sie auch ein anderes Kleid, sie
war doch eine Artgenossin, und in den gemeinsam überstandenen
Gefahren hatte er hinreichend Gelegenheit gehabt, ihren Charakter
zu beobachten und sich in sie zu verlieben. In gewandtem Flugspiel,
durch Augenverdrehen und Bauchrednereien machte er ihr also
ganz nach Rabenart seine Wünsche klar, — und er fand Gehör. Ihre
Absicht zu ziehen, war nicht so ernst gewesen. Sie neckte sich mit
ihm im Fluge, sie ging mit ihm zur Nahrungssuche aus, ja sie duldete
es sogar, daß er sich auf dem Schlafbaum an sie schmiegte oder ihr
zärtlich die Kopffedern kraute.
 Unter Necken und Spielen trieb sich das Pärchen umher, strich
einmal nach dem Wald, dann wieder suchte es die Feldgehölze ab,
bis es schließlich eine hohle Erle am Bachufer für geeignet zur
Anlage des Horstes hielt. Hierhin schleppten die Krähen zunächst
starke, dann schwächere Zweige und bauten eine feste Unterlage,
dann kamen Gräser und Würzelchen an die Reihe, und innen wurde
das Kunstwerk mit Wildhaaren weich und warm ausgepolstert. Die
Raben waren nicht wenig stolz auf ihren Bau, frohlockend
umkreisten sie ihn oder riefen von der Spitze des Nestbaums ihre
Freude in die Welt hinaus.
Das war recht unklug gehandelt, das sollten sie bald merken. Am
Abend saß die Nebelkrähe im Nest, um sich immer ein wenig an das
unbequeme Sitzen zu gewöhnen; bald würden ja die Eier kommen
und bebrütet werden müssen. Da hört sie unter sich leise Schritte;
vorsichtig lugt sie ein wenig über den Nestrand und erschrickt zu
Tode, als sie den grünröckigen Mann mit der Donnerbüchse
heranschleichen sieht. Mit einem kühnen Satze wirft sie sich aus
dem Neste, schwenkt zweimal kurz um Baumkronen herum und
rettet glücklich ihr Leben. Der nachgesandte Schuß wirft nur einige
Birkenzweige zu Boden. Aber es tönt noch ein Doppelschuß, dem
Neste hat es gegolten und am Morgen kann sich das Krähenpaar
überzeugen, daß sein Kunstwerk zerfetzt und unbrauchbar in der
Erle hängt. Und dabei ist das erste Ei beinahe ausgebildet zum
Ablegen!
Ratlos streichen die beiden Krähen umher und finden schließlich
in einem kleinen Feldgehölz auf einer hohen Kiefer einen vorjährigen
Horst. Hier sind im Vorjahre glücklich Junge großgebracht worden,
noch liegen ja die Schuppen der Federspulen im Neste. Eilig wird
das Innere ein wenig mit Haaren ausgepolstert und nach zwei Tagen
ist glücklich auch das erste Ei gelegt. Gebührend wird das grüngelbe
Kunstwerk mit den dunkleren Flecken vom Herrn Gemahl
bewundert, und gemeinsam gehen beide Gatten hinaus aufs Feld,
um als Frühstück einige Engerlinge hinter dem Pfluge des
Landmannes aufzulesen. Eine Woche vergeht, und schon ist das
Gelege vollständig, und Frau Krähe muß eifrig brüten. Da wird die
Zeit gar lang. Doch, der Gemahl kommt von Zeit zu Zeit mit Futter
und sucht die Gattin zu zerstreuen, die ihn unter Flügelzittern und
Krächzlauten willkommen heißt.
Wohl zwanzig Tage mögen bei dem Brutgeschäft verstrichen
sein, da zeigen eines Morgens die Eier kleine Pusteln. Die Schale ist
aufgewölbt und auf dem kleinen Huckel führt ein Loch in das Ei
hinein. Die Jungen sind am Ausfallen. Endlich hat eins durch
kräftiges Picken die Schale zertrümmert und hält unter Beihilfe der
Alten seinen Eintritt in die Welt. Man kann nicht sagen, daß es das
Licht der Welt erblickt, seine Augen sind noch zugewachsen;
bläulich schimmern sie an den Seiten des Kopfes durch die Haut.
Ein schnurriges Ding ist so ein frischgeschlüpfter Vogel. Der Kopf ist
mächtig dick und baumelt an einem langen, dünnen Halse, der
Schnabel ist noch recht kurz und weich, nur der kleine weiße Fleck
an der Schnabelspitze, der Eizahn, ist hart. Eine unförmige Blase
bildet den Leib. Noch ist das Brustbein, an dem später die starken
Flugmuskeln ansetzen, kurz und schwach, noch wird es ja nicht
gebraucht, aber der Darm ist gut entwickelt und schimmert durch die
Bauchwand.
Fünf dieser kleinen Scheusälchen hocken am Abend unter dem
wärmenden Bauchgefieder der Mutter, die von Zeit zu Zeit einen
liebenden Blick auf ihre hoffnungsvollen Sprößlinge wirft. Auch der
Herr Papa ist voller Wonne über die „reizenden“ Kleinen, und es ist
ihm eine angenehme Pflicht, die Gattin auf kurze Zeit abzulösen,
damit sie sich ein bißchen Bewegung machen und am Bache den
Durst stillen kann.
Am andern Tage beginnt das Füttern; immer muß abwechselnd
eins der Eltern wärmen, das andere Futter suchen. Sie überbieten
sich gegenseitig in Liebe gegen ihre Brut. Kein Engerling, keine
Raupe scheint ihnen zart genug für die kleinen Magen, doch denen
scheint es mehr um die Menge zu tun zu sein als um die Zartheit.
Sie werden gar nicht müde, immer aufs neue den gelben Rachen
aufzureißen und ihn auf zitterndem Halse den Ernährern
entgegenzustrecken. Bei so viel Gefräßigkeit auf der einen, und
Fürsorge auf der anderen Seite macht die körperliche Entwickelung
der Kleinen riesige Fortschritte. Mit besonderer Freude wird das
erste Öffnen der Augen, dann der erste Schrei, das Sprießen der