Lautes Denken als Forschungsinstrument für grammatikdidaktische Fragestellungen? Diskussion zweier Studien
Research output: Journal contributions › Journal articles › Research › peer-review
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In: Zeitschrift für Angewandte Linguistik, Vol. 63, No. 1, 2015, p. 265-291.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Lautes Denken als Forschungsinstrument für grammatikdidaktische Fragestellungen?
T2 - Diskussion zweier Studien
AU - Schuttkowski, Caroline
AU - Rothstein, Björn
AU - Schmitz, Anke
AU - Gräsel, Cornelia
PY - 2015
Y1 - 2015
N2 - Our subject in previous and present studies is the use of thinking-aloud-strategies in terms of language awareness. A central concern of studies regarding thinking-aloud-protocols is to demonstrate ways of approaching the complex thinking processes that underlie cognitively demanding tasks such as reading comprehension. In the context of our experiments several subjects have been asked to verbalize their thoughts when solving a problem or responding to a question. The results of our first experimental study show, that thinkingaloud-protocols cannot be used for research on language awareness when based on the specific knowledge of grammatical terms. Therefore in our present study the task construction has been revised so that the type of perception while thinking aloud is oriented on the text surface without using linguistic and grammatical terms. The results contribute to new concepts for the successful performance of thinking-aloud-strategies in grammar lessons.
AB - Our subject in previous and present studies is the use of thinking-aloud-strategies in terms of language awareness. A central concern of studies regarding thinking-aloud-protocols is to demonstrate ways of approaching the complex thinking processes that underlie cognitively demanding tasks such as reading comprehension. In the context of our experiments several subjects have been asked to verbalize their thoughts when solving a problem or responding to a question. The results of our first experimental study show, that thinkingaloud-protocols cannot be used for research on language awareness when based on the specific knowledge of grammatical terms. Therefore in our present study the task construction has been revised so that the type of perception while thinking aloud is oriented on the text surface without using linguistic and grammatical terms. The results contribute to new concepts for the successful performance of thinking-aloud-strategies in grammar lessons.
KW - Erziehungswissenschaften
KW - think-aloud
KW - language awareness
KW - grammar teaching
KW - conversion
KW - cohesion
KW - Didaktik der deutschen Sprache
UR - https://www.degruyter.com/view/journals/zfal/63/1/article-p265.xml
U2 - 10.1515/zfal-2015-0016
DO - 10.1515/zfal-2015-0016
M3 - Zeitschriftenaufsätze
VL - 63
SP - 265
EP - 291
JO - Zeitschrift für Angewandte Linguistik
JF - Zeitschrift für Angewandte Linguistik
SN - 1433-9889
IS - 1
ER -