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Aufsatz
Self-regulated Cooperative EFL Reading Tasks: Students’ Strategy Use and Teachers’ Support
(2012-04-11)
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 ...
Teil eines Buches
Handlungsorientierter Unterricht (Holistic and action-oriented learning and teaching)
(Routledge, 2013)
Holistic, action-oriented learning and teaching (in German: handlungsorientierter Unterricht) are principles in schooling that take account of learners' undivided physical, psychological, emotional and spiritual preconditions in the learning process as well as their inherent human drive to be actively and whole-heartedly involved in relevant actions (Finkbeiner, 2002). The teaching approach based on this presupposition considers that learners make active use of both hemispheres of the brain (Löffler, 2002), thus ...
Teil eines Buches
Nominal composition and the demarcation between morphology and syntax: Grammatical, variational, and cognitive factors
(WVT Wissenschaftlicher Verlag Trier, 2012)
In this paper, the authors investigate nominal compounds in English and German against the background of the debate about the boundary between morphological and syntactic structure building in language. After an examination of grammatical, variational as well as functional differences between compounds and phrases, they focus on processing factors to disentangle cognitive differences between the two domains. Crucially, the authors report on three experimental studies, which are designed to reveal contrasts in the ...