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dc.date.accessioned2021-09-09T14:02:16Z
dc.date.available2021-09-09T14:02:16Z
dc.date.issued1998
dc.identifierdoi:10.17170/kobra-202109084742
dc.identifier.urihttp://hdl.handle.net/123456789/13231
dc.language.isogerger
dc.rightsUrheberrechtlich geschützt
dc.rights.urihttps://rightsstatements.org/page/InC/1.0/
dc.subject.ddc400
dc.titleSind gute Leser-/innen auch gute Strategen? Was Fremdsprachenlehrer und -lehrerinnen darüber denkenger
dc.typeAufsatz
dcterms.abstractThe article refers to an empirical study that aims to examine the subjective theories of foreign language teachers. Subjective theories are regarded as being rather complex, individual beliefs and cognitions about a particular subject matter, or person including oneself. The focus here is on teachers' beliefs and cognitions about foreign language reading, with particular regard to the following reader profiles: what is a "good" versus a "bad" foreign language reader, a "strategic" versus a "non-strategic" foreign language reader and a "highly interested" versus a "non-interested" foreign language reader? The teacher study described here is a sub-study within the framework of a complex research project. The study triangulated data in order to discover the influences and effects of leaming strategies and interests on the foreign language reading process.eng
dcterms.accessRightsopen access
dcterms.creatorFinkbeiner, Claudia
dc.subject.swdEnglischunterrichtger
dc.subject.swdTextverarbeitung <Linguistik>ger
dc.subject.swdLeseinteresseger
dc.type.versionpublishedVersion
dcterms.source.identifierissn:0932-6936
dcterms.source.identifierisbn:3-8233-4586-9
dcterms.source.journalFremdsprachen lehren und lernen (FLuL)ger
dcterms.source.pageinfo180-203
dcterms.source.volume27. Jahrgang
kup.iskupfalse


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