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| Autor/in | Maxim, Hiram H. |
|---|---|
| Titel | A study into the feasibility and effects of reading extended authentic discourse in the beginning German language classroom. |
| Quelle | In: The modern language journal, 86 (2002) 1, S. 20-35 |
| Beigaben | Anmerkungen; Literaturangaben; Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| Schlagwörter | Empirische Forschung; Liebe; Fremdsprache; Fremdsprachenunterricht; Lektüre; Lesen; Liebe; Roman; Spracherwerb; Hochschule; Anfangsunterricht; Empirische Forschung; Anfangsunterricht; Deutsch als Fremdsprache; Lektüre; Roman; Spracherwerb; Vergleichende Analyse; Fremdsprache; Fremdsprachenunterricht; Lesen; Hochschule; Ganztext |
| Abstract | Despite efforts to integrate all levels of foreign language instruction, reading remains on the periphery of beginning language study. Reading extended texts is outcast to an even greater degree. The article addresses this issue by presenting the design, results, and implications from a study involving beginning college-level language students who read a 142-page romance novel in their first semester of German. During the semester, the treatment group (N = 27) followed the same standard first semester syllabus as the comparison group (N = 32), but replaced all standard reading assignments in the textbook with daily in-class readings of the romance novel. The effects of the treatment were assessed on the basis of the two groups' results on (a) three departmental exams and (b) a pretest and posttest consisting of written recall protocols of 4 texts and vocabulary-related questions. A statistical analysis of these two measures yielded 2 central findings. First, students were able to read a full-length authentic text in the first semester. Second, the treatment group performed as well as the comparison group on the three department tests and the posttest, which runs counter to arguments that time spent reading in class adversely affects beginning language learners' second language development. Curricular and pedagogical implications of these findings are discussed. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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