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Forschungsprojekt ADEQUA – Bericht über ein DFG-Forschungsprojekt zur Förderung von Lernstrategien im Englischunterricht
The ADEQUA research project, which is funded by the Gerrnan Research Foundation (DFG), wants to gain empirical evidence as to how autonomous leaming in the EFL classroom can effectively be supported during textbased classroom activities. For this purpose, new task formats for the EFL classroom have been developed which allow for independent work with texts in the foreign language (text comprehension) in cooperative literacy events that make cooperation among the leamers compulsory. The ADEQUA project focuses on the ...
Do We Pronounce Quotation? An Analysis of Name-informing and Non-name-informing Contexts
Quotation marks are a tool to refer to the linguistic form of an expression. For instance, in cases of so-called pure quotation as in “Hanover” has three syllables, they point to the syllabic characteristics of the name of the town of Hanover. Cases of this nature differ from sentences like Hanover is a town in New Hampshire, in which Hanover is used denotationally and, thus, refers to the town of Hanover itself. Apart from quotation marks, other means such as italics, bold, capitalization, or air quotes represent ...
The promotion of explicit and implicit learning strategies in English instruction: a necessary aim?
According to Cohn, human beings are both a psycho-biological unit and a part of the universe. They are at the same time autonomous and interdependent (Cohn 1984). The results from this study show, however, that there are still many learners both at secondary school and at university who have neither learnt to think about their reading behaviour nor how to evaluate and change their reading processes and futhermore, nor how to aim at and achieve goals in a more purposeful way. Most of the subjects in the investigation ...
Self-regulated Cooperative EFL Reading Tasks: Students’ Strategy Use and Teachers’ Support
The ADEQUA research project has gained empirical evidence on how the situationally adequate use of learning strategies can be facilitated during cooperative reading tasks in the EFL classroom. Two video studies were conducted with 9th grade EFL (English as a Foreign Language) learners in German schools: The first (laboratory) study investigated the students’ use of strategies while working in dyads and without teacher support on a given task. The second study, a field study, focused on teachers’ actions to support ...
One and All in CALL? Learner–Moderator–Researcher
In this article I will present the results of a research project on CALL and on cooperative learning in CALL, conducted as a democratic joint venture between teachers and students in the university setting over the last couple of years. The project consists of several sub-studies, all of which deal with the three-folded perspective I consider as most crucial for 21st century students: learning, moderating, doing research. This is particularly true for those students who have decided and who are willing to commit ...