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Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen
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| Zeitschriftentitel: | Zeitschrift für Angewandte Linguistik |
|---|---|
| Personen und Körperschaften: | , , |
| In: | Zeitschrift für Angewandte Linguistik, 2017, 2017, 66, S. 149-177 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
Walter de Gruyter GmbH
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| Schlagwörter: |
| author_facet |
Schlücker, Barbara Hannken-Illjes, Kati Dehé, Nicole Schlücker, Barbara Hannken-Illjes, Kati Dehé, Nicole |
|---|---|
| author |
Schlücker, Barbara Hannken-Illjes, Kati Dehé, Nicole |
| spellingShingle |
Schlücker, Barbara Hannken-Illjes, Kati Dehé, Nicole Zeitschrift für Angewandte Linguistik Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen Linguistics and Language Language and Linguistics |
| author_sort |
schlücker, barbara |
| spelling |
Schlücker, Barbara Hannken-Illjes, Kati Dehé, Nicole 2190-0191 1433-9889 Walter de Gruyter GmbH Linguistics and Language Language and Linguistics http://dx.doi.org/10.1515/zfal-2017-0021 <jats:title>Abstract</jats:title><jats:p>This paper investigates the effect of the mode of reception (listening vs. reading) on the comprehension of literary texts of different degrees of linguistic complexity in German, testing schoolchildren in Grade 8. To this end, two texts were used: the grammatically and lexically comparatively more complex novella<jats:italic>Das Erdbeben in Chili</jats:italic>by Heinrich von Kleist, and the comparatively less complex novella<jats:italic>Kleider machen Leute</jats:italic>by Gottfried Keller. Thus, in contrast to previous studies on schoolchildren’s reading and listening comprehension, which often use very short texts composed specifically for the purpose of the study, a major aim of the current study is to test authentic literary material, which German students are regularly confronted with at school. Students read or listened to excerpts of these novellas and subsequently filled in a questionnaire containing questions on the correct comprehension of the respective texts, thereby addressing both local and global aspects of comprehension. The results are twofold: First, listening comprehension is better than reading comprehension, regardless of the complexity of the text (i.e. for both the Kleist and the Keller text). Second, the first effect is even stronger for global text comprehension than for comprehension of local details.</jats:p> Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen Zeitschrift für Angewandte Linguistik |
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Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
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Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
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Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
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Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
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zuhören vs. lesen: verständnis literarischer texte bei schüler_innen |
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Linguistics and Language Language and Linguistics |
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<jats:title>Abstract</jats:title><jats:p>This paper investigates the effect of the mode of reception (listening vs. reading) on the comprehension of literary texts of different degrees of linguistic complexity in German, testing schoolchildren in Grade 8. To this end, two texts were used: the grammatically and lexically comparatively more complex novella<jats:italic>Das Erdbeben in Chili</jats:italic>by Heinrich von Kleist, and the comparatively less complex novella<jats:italic>Kleider machen Leute</jats:italic>by Gottfried Keller. Thus, in contrast to previous studies on schoolchildren’s reading and listening comprehension, which often use very short texts composed specifically for the purpose of the study, a major aim of the current study is to test authentic literary material, which German students are regularly confronted with at school. Students read or listened to excerpts of these novellas and subsequently filled in a questionnaire containing questions on the correct comprehension of the respective texts, thereby addressing both local and global aspects of comprehension. The results are twofold: First, listening comprehension is better than reading comprehension, regardless of the complexity of the text (i.e. for both the Kleist and the Keller text). Second, the first effect is even stronger for global text comprehension than for comprehension of local details.</jats:p> |
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| description | <jats:title>Abstract</jats:title><jats:p>This paper investigates the effect of the mode of reception (listening vs. reading) on the comprehension of literary texts of different degrees of linguistic complexity in German, testing schoolchildren in Grade 8. To this end, two texts were used: the grammatically and lexically comparatively more complex novella<jats:italic>Das Erdbeben in Chili</jats:italic>by Heinrich von Kleist, and the comparatively less complex novella<jats:italic>Kleider machen Leute</jats:italic>by Gottfried Keller. Thus, in contrast to previous studies on schoolchildren’s reading and listening comprehension, which often use very short texts composed specifically for the purpose of the study, a major aim of the current study is to test authentic literary material, which German students are regularly confronted with at school. Students read or listened to excerpts of these novellas and subsequently filled in a questionnaire containing questions on the correct comprehension of the respective texts, thereby addressing both local and global aspects of comprehension. The results are twofold: First, listening comprehension is better than reading comprehension, regardless of the complexity of the text (i.e. for both the Kleist and the Keller text). Second, the first effect is even stronger for global text comprehension than for comprehension of local details.</jats:p> |
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| spelling | Schlücker, Barbara Hannken-Illjes, Kati Dehé, Nicole 2190-0191 1433-9889 Walter de Gruyter GmbH Linguistics and Language Language and Linguistics http://dx.doi.org/10.1515/zfal-2017-0021 <jats:title>Abstract</jats:title><jats:p>This paper investigates the effect of the mode of reception (listening vs. reading) on the comprehension of literary texts of different degrees of linguistic complexity in German, testing schoolchildren in Grade 8. To this end, two texts were used: the grammatically and lexically comparatively more complex novella<jats:italic>Das Erdbeben in Chili</jats:italic>by Heinrich von Kleist, and the comparatively less complex novella<jats:italic>Kleider machen Leute</jats:italic>by Gottfried Keller. Thus, in contrast to previous studies on schoolchildren’s reading and listening comprehension, which often use very short texts composed specifically for the purpose of the study, a major aim of the current study is to test authentic literary material, which German students are regularly confronted with at school. Students read or listened to excerpts of these novellas and subsequently filled in a questionnaire containing questions on the correct comprehension of the respective texts, thereby addressing both local and global aspects of comprehension. The results are twofold: First, listening comprehension is better than reading comprehension, regardless of the complexity of the text (i.e. for both the Kleist and the Keller text). Second, the first effect is even stronger for global text comprehension than for comprehension of local details.</jats:p> Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen Zeitschrift für Angewandte Linguistik |
| spellingShingle | Schlücker, Barbara, Hannken-Illjes, Kati, Dehé, Nicole, Zeitschrift für Angewandte Linguistik, Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen, Linguistics and Language, Language and Linguistics |
| title | Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
| title_full | Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
| title_fullStr | Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
| title_full_unstemmed | Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
| title_short | Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
| title_sort | zuhören vs. lesen: verständnis literarischer texte bei schüler_innen |
| title_unstemmed | Zuhören vs. Lesen: Verständnis literarischer Texte bei Schüler_innen |
| topic | Linguistics and Language, Language and Linguistics |
| url | http://dx.doi.org/10.1515/zfal-2017-0021 |