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  1. Reflection and strategies in foreign language learning
    a study of four university level ab initio learners of German
    Autor*in: Ridley, Jennifer
    Erschienen: 1997
    Verlag:  Lang, Frankfurt am Main [u.a.]

    Standort:
    Universitätsbibliothek J. C. Senckenberg, Zentralbibliothek (ZB)
    Signatur:
    86.197.26
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Titel im lokalen Katalog:
    https://hds.hebis.de/ubffm/Record/HEB051882574
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    Quelle: Fachkatalog Germanistik
    Sprache: Englisch
    Medientyp: Dissertation
    Format: Druck
    ISBN: 3631304455
    RVK Klassifikation: GB 3010 ; GB 3024
    Schriftenreihe: Fremdsprachendidaktik, inhalts- und lernerorientiert ; 2
    Schlagworte: Fremdsprachenlernen; Metakognition; Lerntechnik; Deutsch; Fremdsprache; Übersetzung; Studiengang Deutsch als Fremdsprache
    Umfang: 260 S., graph. Darst.
    Bemerkung(en):

    Zugl.: Dublin, Trinity College, Diss.
  2. Examining the polestar of reading comprehension: one teacher's instruction in one L1 class-room and students' metacognitive knowledge of reading
    Autor*in: Magnusson, Camilla Gudmundsdatter
    Erschienen: 2020

    This qualitative study examines reading comprehension instruction and students' metacognitive knowledge of reading in one L1 classroom at the lower secondary level. The data comprises four consecutive videotaped lessons from the same class in grades... mehr

     

    This qualitative study examines reading comprehension instruction and students' metacognitive knowledge of reading in one L1 classroom at the lower secondary level. The data comprises four consecutive videotaped lessons from the same class in grades 8, 9 and 10 (N = 12), student group interviews, and an in-depth interview with the teacher. The study investigates a) the prominent features of the reading comprehension instruction in videotaped lessons, b) to what extent and how features of the observed instruction is reflected in students' perceptions of L1 lessons, and c) students' metacognitive knowledge of reading, i.e., what strategies they express that they would use to understand complex texts. A key finding is that the observed instruction was mainly dominated by reading comprehension strategies and language skills, which was also reflected in students' utterances of strategies they would use themselves and emphasized as important instructional elements by the teacher. However, while the students overall expressed metacognitive knowledge of how to approach complex texts independently, they also expressed a lack of variation in the provided instruction. The article discusses instructional practices, instructional variation, and the necessity of reading instruction balancing between fostering basic skills and higher-order thinking at the lower-secondary level.

     
    Export in Literaturverwaltung   RIS-Format
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Muttersprachlicher Unterricht; Textverstehen; Leseunterricht; Metakognition; Norwegen
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess