Verfügbarkeit: Reading authentic English picture books in the primary school EFL classroom

Reading authentic English picture books in the primary school EFL classroom: a study of reading comprehension, reading strategies and FL development

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Bibliographische Detailangaben
Beteilige Person:	Reckermann, Julia (VerfasserIn)
Format:	Hochschulschrift/Dissertation Buch
Sprache:	Englisch
Veröffentlicht:	Berlin ; Bern ; Bruxelles ; New York ; Oxford ; Warszawa ; Wien Peter Lang 2018
Schriftenreihe:	Fremdsprachendidaktik inhalts- und lernerorientiert Band 37
Schlagwörter:	Lesen Kinderbuch Englischunterricht Grundschule Hochschulschrift
Links:	http://deposit.dnb.de/cgi-bin/dokserv?id=a4a5276d7e724e35ba45ec862acd47fd&prov=M&dok_var=1&dok_ext=htm https://www.peterlang.com/view/product/88285?format=HC http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031245311&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	499 Seiten Illustrationen, Diagramme 21 cm x 14.8 cm
ISBN:	9783631756461

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Datensatz im Suchindex

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adam_text	TABLE O F CONTENTS LIST OF FIGURES .................................................................................................... 17 LIST OF TABLES........................................................................................ 21 LIST OF PICTURES ...................................................................................................25 LIST OF ABBREVIATIONS ...................................................................................... 27 DEFINITION AND CLARIFICATION OF TERMS .................................................... 29 1. INTRODUCTION................................................................................ 33 PART A: THEORETICAL FOUNDATIONS 2. TEACHING ENGLISH IN THE PRIMARY SCHOOL: DEVELOPMENTS AND CURRENT PRACTICE ......................................... 43 2.1 THE HISTORY OF IMPLEMENTING FLS IN GERMAN PRIMARY SCHOOLS ........ 43 2.2 ENGLISH BEYOND THE EFL CLASSROOM: THE IDEA OF BILINGUAL EDUCATION...............................................................................................47 2.2.1 IMMERSION, CLIL AND THE GERMAN APPROACH TO BILINGUAL EDUCATION ................................................................... 48 2.2.2 BILINGUAL EDUCATION IN GERMAN PRIMARY SCHOOLS: SPREAD, ISSUES AND RESEARCH RESULTS..........................................51 2.3 THE PRINCIPLE OF CONTENT- OR TOPIC-BASED INSTRUCTION.......................52 2.4 SKILLS DEVELOPMENT...............................................................................54 2.4.1 INTEGRATION OF LANGUAGE SKILLS AND COMPONENTS IN LANGUAGE LEARNING.................................................................54 2.4.2 PRINCIPLES OF TEACHING FL SKILLS AND COMPONENTS IN PRIMARY SCHOOL.......................................................................57 2.5 SUMMARY OF CHAPTER 2..........................................................................62 3. READING IN THE PRIMARY SCHOOL EFL CLASSROOM: ITS DEVELOPING ROLE, CURRICULAR DEMANDS, CURRENT RESEARCH AND PRACTICES ...........................................................65 3.1 THE DEVELOPING STATUS OF READING ...................................................... 65 3.1.1 TOWARDS A COMMUNICATIVE FUNCTION OF READING: THE STATUS OF READING ACROSS DIFFERENT TEACHING APPROACHES AND THE INFLUENCE OF SLA RESEARCH............................................66 3.1.2 FROM NEGLECT TO ACCEPTANCE: THE STATUS OF FL READING WITH YOUNG LEARNERS FROM THE 1960S TO THE PRESENT ............... 70 3.1.3 PROS AND CONS OF EARLY BILITERACY ............................................. 74 3.2 THE CURRENT STATUS OF READING ............................................................. 78 3.2.1 THE PRIMACY OF SPOKEN OVER WRITTEN LANGUAGE ...................... 78 3.2.2 CURRICULA AND CLASSROOM PRACTICE.............................................79 3.3 THE PREVAILING QUESTION OF AN EFL READING METHODOLOGY...............82 3.3.1 COMMON APPROACHES TO LEARNING AND TEACHING LITERACY ...... 83 3.3.2 A LACK OF METHODOLOGY FOR TEACHING FL READING IN THE PRIMARY SCHOOL IN GERMANY ...................................................... 85 3.4 PREVIOUS RESEARCH AND OUTLOOK ON READING COMPETENCE IN THE PRIMARY SCHOOL EFL CLASSROOM.....................................................87 3.5 SUMMARY OF CHAPTER 3.......................................................................... 91 4. FL READING COMPETENCE: THEORETICAL FOUNDATION, DEFINITION, READING PROCESSES AND READING STRATEGIES ..............93 4.1 THE EYES ROLE IN READING: READING RATE AND FLUENCY ...................... 94 4.2 FIRST AND FL READING: CHALLENGES FOR GERMAN LEARNERS OF ENGLISH 96 4.3 READING COMPETENCE: READING COMPREHENSION VS. READING ALOUD.... 99 4.3.1 A DEFINITION OF READING COMPETENCE AND READING COMPREHENSION.......................................................................... 99 4.3.2 DISTINGUISHING READING COMPREHENSION FROM READING ALOUD.......................................................................... 100 4.3.3 THE ROLE OF SEMI-VOCALISATION AND SUB-VOCALISATION ............. 102 4.4 PROCESSES INVOLVED IN READING FOR COMPREHENSION.........................104 4.4.1 BOTTOM-UP AND TOP-DOWN READING PROCESSES ..................... 105 4.4.2 A MODEL OF (FL) READING COMPREHENSION..............................106 4.5 TEXT DIFFICULTY AND LEVELS OF COMPREHENSION .................................. 109 4.5.1 FACTORS THAT INFLUENCE READING COMPREHENSION AND TEXT DIFFICULTY....................................................................110 4.5.2 LEVELS OF READING COMPREHENSION .......................................... 112 4.6 READING STYLES AND READING STRATEGIES .............................................. 114 4.6.1 READING STYLES........................................................................... 114 4.6.2 HOW GENRE, READING PURPOSE AND READING STYLE SUGGEST READING STRATEGIES..............................................116 4.6.3 DEFINING READING STRATEGIES .................................................... 117 4.6.4 RESEARCH ON FL READING STRATEGIES .......................................... 120 4.6.5 CATEGORISING READING STRATEGIES...............................................120 4.6.6 STRATEGIES ON A CONTINUUM: AWARENESS, OBSERVABILITY AND SUCCESS ........................................................ 125 4.6.7 YOUNG LEARNERS AWARENESS AND UNDERSTANDING OF STRATEGIES... 127 4.6.8 THE IDEA OF TEACHING SUCCESSFUL STRATEGIES..............................129 4.7 SUMMARY OF CHAPTER 4........................................................................ 131 5. READING MATERIAL: AUTHENTIC ENGLISH PICTURE BOOKS ...............133 5.1 THE PRINCIPLE OF AUTHENTICITY...............................................................133 5.1.1 DEFINING AUTHENTICITY...............................................................134 5.1.2 DIMENSIONS OF AUTHENTICITY IN THE FL CLASSROOM ................. 135 5.1.3 FACTORS INFLUENCING THE DEGREE OF AUTHENTICITY ...................... 142 5.1.4 SEMI- AND QUASI-AUTHENTICITY.................................................144 5.2 AUTHENTIC BOOKS VS. GRADED READERS: A REFORM IN THE SELECTION OF READING MATERIALS...........................................................145 5.2.1 DEFINING AUTHENTIC BOOKS AND DISTINGUISHING THEM FROM GRADED READERS......................................................146 5.2.2 THE TREND TOWARDS SELECTING AUTHENTIC BOOKS ...................... 147 5.2.3 CRITERIA FOR CAREFULLY CHOOSING AUTHENTIC BOOKS ................. 150 5.2.4 THE QUESTION OF ADAPTING AN AUTHENTIC BOOK ....................... 152 5.3 DEFINING AND CATEGORISING AUTHENTIC ENGLISH CHILDRENS BOOKS.... 154 5.3.1 IDENTIFYING DIFFERENT TYPES OF CHILDRENS BOOKS .................... 154 5.3.2 STORY GRAMMARS IN CHILDRENS BOOKS ..................................... 158 5.3.3 A WORKING DEFINITION OF AUTHENTIC ENGLISH PICTURE BOOKS ..... 159 5.3.4 ARE AUTHENTIC PICTURE BOOKS TOO CHILDISH FOR PRIMARY SCHOOL EFL LEARNERS? ........................................... 160 5.4 REASONS FOR READING (PICTURE) BOOKS IN THE EFL CLASSROOM: THE POTENTIAL FOR LEARNERS DEVELOPMENT.........................................161 5.4.1 THE EDUCATIONAL VALUE OF BOOKS AND STORIES..........................161 5.4.2 CONTENT AND CULTURAL AIMS THROUGH INTEGRATING LANGUAGE AND CONTENT ............................................................ 163 5.4.3 FL DEVELOPMENT THROUGH READING: VOCABULARY AND BEYOND... 164 5.5 AUTHENTIC BOOKS IN THE PRIMARY SCHOOL EFL CLASSROOM ................. 169 5.5.1 CURRICULA AND CURRENT PRACTICE................................................169 5.5.2 PIONEER PROJECTS, PREVIOUS RESEARCH AND OUTLOOK ................ 172 5.6 SUMMARY OF CHAPTER 5 ........................................................................ 174 6. SUPPORTING THE READING OF AUTHENTIC ENGLISH PICTURE BOOKS IN THE PRIMARY SCHOOL EFL CLASSROOM .............177 6.1 THE NOTIONS OF CHALLENGE AND SUPPORT ............................................. 177 6.1.1 THE ARGUMENT FOR CHALLENGING YOUNG EFL LEARNERS THROUGH READING.......................................................................178 6.1.2 SCAFFOLDING AND THE BALANCE BETWEEN TASK DEMAND AND TASK SUPPORT .............................................. 181 6.2 AN OVERVIEW OF SUPPORT FOR READING ................................................ 183 6.3 TEACHER SUPPORT IN READING: AUTONOMY VERSUS GUIDANCE .............. 184 6.4 PEER SUPPORT IN READING: COOPERATIVE READING SETTINGS ................. 187 6.5 SUPPORT THROUGH CONTEXTUALISATION OF READING PICTURE BOOKS ................. 188 6.5.1 TOPIC FAMILIARITY, LEARNERS INTERESTS AND PRIOR KNOWLEDGE.. 189 6.5.2 PRE-, WHILE-, AND POST-READING ACTIVITIES...............................191 6.5.3 VISUALISATIONS............................................................................ 191 6.6 VOCABULARY SUPPORT............................................................................ 192 6.6.1 RE-USE OF LANGUAGE ALREADY MASTERED AND A THRESHOLD OF UNKNOWN LEXICAL ITEMS ....................................................... 193 6.6.2 PRE-TEACHING LEXICAL ITEMS ...................................................... 194 6.6.3 DEDUCING WORD MEANING ........................................................ 195 6.6.4 SEEKING TRANSLATION: DICTIONARIES, WORD LISTS AND LI BOOKS .... 197 6.7 SUPPORTING READING THROUGH LISTENING.............................................200 6.8 TOLERATING AMBIGUITY IN COMPREHENSION.........................................202 6.9 SUMMARY OF CHAPTER 6........................................................................203 PART B: RESEARCH DESIGN 7. INTRODUCING THE EMPIRICAL STUDY: RESEARCH QUESTIONS, SETTING AND PARTICIPANTS, RESEARCH DESIGN ..................................207 7.1 RESEARCH FOCI, QUESTIONS AND AIMS .................................................. 207 7.1.1 DETAILS OF RESEARCH QUESTION I (READING COMPREHENSION)... 209 7.1.2 DETAILS OF RESEARCH QUESTION II (READING STRATEGIES) ........... 210 7.1.3 DETAILS OF RESEARCH QUESTION III (FL PERFORMANCE) ............... 210 7.1.4 SUMMARY OF FOCI, QUESTIONS AND AIMS OF THE S TUDY ........... 211 7.2 SETTING AND PARTICIPANTS......................................................................212 7.2.1 REASONS FOR CHOOSING YEAR 4 PUPILS AT A PRIMARY SCHOOL WITH A BILINGUAL PROGRAMME .................................................... 213 7.2.2 THE BILINGUAL PRIMARY SCHOOL ................................................. 214 7.2.3 RELEVANT INFORMATION ABOUT YEAR 4..........................................215 7.2.4 SELECTION OF PARTICIPANTS FOR THE READING AND CONTROL GROUPS ........................................................................ 217 7.2.5 MY ROLE AS RESEARCHER..............................................................224 7.3 RESEARCH DESIGN AND DATA COLLECTION PROCEDURE ........................... 227 7.3.1 A LONGITUDINAL READING STUDY TO INVESTIGATE READING COMPREHENSION AND READING STRATEGIES .................................. 228 7.3.2 COLLECTING DATA ON READING COMPREHENSION AND READING STRATEGIES IN WEEKLY READING SESSIONS ..................... 230 7.3.3 IMPLEMENTING A QUASI-EXPERIMENTAL DESIGN TO RESEARCH FL PERFORMANCE ........................................................ 233 7.3.4 COLLECTING DATA ON FL PERFORMANCE ........................................ 234 7.3.5 OVERVIEW OF THE OVERALL RESEARCH PROCESS.............................236 7.4 IDENTIFYING THE MIXED METHODS DESIGN OF THIS STUDY ..................... 238 7.5 MEETING QUALITY CRITERIA WITH THE MIXED METHODS DESIGN ............ 243 7.6 SUMMARY OF CHAPTER 7........................................................................ 248 8. RESEARCH MATERIALS, INSTRUMENTS AND METHODS OF DATA ANALYSIS .................................................................... 251 8.1 SELECTION OF TOPICS, BOOKS AND SUPPORTIVE DEVICES FOR THE READING SESSIONS..................................................................................252 8.1.1 CHOICE OF TOPIC-BASED BOOKS FOR THE READING SESSIONS ........ 252 8.1.2 ANALYSING AND COMPARING THE DEGREE OF DIFFICULTY OF THE BOOKS...................................................................................254 8.1.3 SUPPORT PROVIDED FOR READING THE BOOKS................................259 8.2 RESEARCH INSTRUMENTS FOR RESEARCH QUESTION I: READING COMPREHENSION .................................................................... 262 8.2.1 SELF-ASSESSMENT OF READING COMPREHENSION .......................... 262 8.2.2 ORAL READING RECALL AND ORAL COMPREHENSION QUESTIONS.... 264 8.2.2.1 AN EXPLANATION OF THE TWO INSTRUMENTS ................... 264 8.2.2.2 ANALYSING ORAL RECALL AND QUESTIONING WITH AN ANALYSIS SCHEME ......................................................... 265 8.2.3 WRITTEN READING COMPREHENSION TASKS ................................. 269 8.3 RESEARCH INSTRUMENTS FOR RESEARCH QUESTION II: READING STRATEGIES...............................................................................272 8.3.1 OBSERVATION OF READING STRATEGIES: FIELD NOTES AND VIDEO ANALYSIS .................................................................. 272 8.3.2 INTERVIEWS ON READING STRATEGIES ............................................ 273 8.3.3 QUESTIONNAIRE ON READING STRATEGIES ...................................... 274 8.3.4 ORGANISATION AND ANALYSIS OF THE DATA ON READING STRATEGIES .................................................................... 275 8.4 RESEARCH INSTRUMENT FOR RESEARCH QUESTION III: FL PERFORMANCE .................................................................................. 278 8.4.1 LANGUAGE CHOSEN FOR THE TESTS ................................................ 279 8.4.2 TASKS FOR THE LANGUAGE TESTS ................................................... 281 8.5 SUMMARY OF CHAPTER 8 .......................................................................283 PART C: PRESENTATION AND INTERPRETATION OF RESULTS 9. READING COMPREHENSION: PRESENTATION, INTERPRETATION AND DISCUSSION OF RESULTS FOR RESEARCH QUESTION 1 ............................... 287 9.1 THE TASK OF READING AND DEVELOPMENT OF READING COMPETENCE... 288 9.1.1 PRESENTATION OF RESULTS.............................................................288 9.1.2 INTERPRETATION AND DISCUSSION OF RESULTS................................292 9.2 THE PARTICIPANTS LEVELS OF READING COMPREHENSION ..................... 294 9.2.1 SELF-ASSESSMENT OF READING COMPREHENSION ......................... 295 9.2.1.1 PRESENTATION OF RESULTS ............................................. 295 9.2.1.2 INTERPRETATION AND DISCUSSION OF RESULTS ................. 298 9.2.2 COMPREHENSION LEVELS AS INDICATED BY THE ORAL RECALL AND QUESTIONING....................................................................... 301 9.2.2.1 PRESENTATION OF RESULTS...............................................301 9.2.2.2 INTERPRETATION AND DISCUSSION OF RESULTS .................. 311 9.2.3 COMPREHENSION LEVELS AS INDICATED IN THE WRITTEN COMPREHENSION TASKS..............................................................316 9.2.3.1 PRESENTATION OF RESULTS...............................................316 9.2.3.2 INTERPRETATION AND DISCUSSION OF RESULTS .................. 321 9.2.4 SUMMARY OF COMPREHENSION LEVELS.......................................325 9.3 THE USE OF SUPPORTIVE DEVICES WHILE READING ................................. 330 9.3.1 PRESENTATION OF RESULTS............................................................. 330 9.3.2 INTERPRETATION AND DISCUSSION OF RESULTS ................................ 336 9.4 SUMMARY OF CENTRAL RESULTS AND ANSWER TO RESEARCH QUESTION 1 .... 343 10. READING STRATEGIES: PRESENTATION, INTERPRETATION AND DISCUSSION OF RESULTS FOR RESEARCH QUESTION II ........................ 345 10.1 CATEGORISATION OF YOUNG LEARNERS READING STRATEGIES .................... 346 10.1.1 META-COGNITIVE READING STRATEGIES .......................................... 349 10.1.2 COGNITIVE READING STRATEGIES....................................................358 10.1.3 SOCIAL READING STRATEGIES ......................................................... 374 10.1.4 AFFECTIVE READING STRATEGIES .................................................... 379 10.1.5 INTERPRETATION AND DISCUSSION OF RESULTS ON STRATEGY USE .... 384 10.2 DEVELOPMENT OF STRATEGY USE ............................................................. 386 10.2.1 PRESENTATION OF RESULTS............................................................. 386 10.2.2 INTERPRETATION AND DISCUSSION OF RESULTS................................390 10.3 YOUNG LEARNERS* AWARENESS OF STRATEGY USE ...................................... 394 10.3.1 PRESENTATION OF RESULTS............................................................. 394 10.3.2 INTERPRETATION AND DISCUSSION OF RESULTS................................398 10.4 A CONNECTION BETWEEN STRATEGY USE AND READING COMPREHENSION.. 402 10.4.1 PRESENTATION OF RESULTS.............................................................403 10.4.2 INTERPRETATION AND DISCUSSION OF RESULTS................................408 10.5 SUMMARY OF CENTRAL RESULTS AND ANSWER TO RESEARCH QUESTION II .... 410 11. FL PERFORMANCE: PRESENTATION, INTERPRETATION AND DISCUSSION OF RESULTS FOR RESEARCH QUESTION III ................... . 413 11.1 PRESENTATION OF RESULTS ....................................................................... 414 11.1.1 AVERAGE SCORES ON THE TESTS ..................................................... 414 11.1.2 SCORES DIVIDED BY WORD CATEGORIES ........................................ 417 11.1.3 SCORES DIVIDED BY AREAS OF FL COMPETENCE...........................417 11.2 INTERPRETATION AND DISCUSSION OF RESULTS..........................................421 11.3 AN INFLUENCE OF READING COMPREHENSION ON THE DEVELOPMENT OF FL PERFORMANCE ..................................................... 428 11.4 SUMMARY OF CENTRAL RESULTS AND ANSWER TO RESEARCH QUESTION III.........................................................................429 12. SUMMARY, CONCLUSION AND FUTURE PERSPECTIVES....................433 12.1 SUMMARY OF THE STUDY AND ITS CENTRAL FINDINGS: FINDING ANSWERS TO THE RESEARCH QUESTIONS .................................... 433 12.2 A REFLECTION OF THE RESEARCH DESIGN, LIMITATIONS OF THE STUDY AND IMPLICATIONS FOR FUTURE RESEARCH ..... 438 12.3 IMPLICATIONS FOR TEACHING...................................................................450 REFERENCES ..........................................................................................................457 LIST OF LITERATURE........................................................................................... 457 LIST OF CHILDRENS BOOKS ............................................................................... 491 LIST OF TEACHING MATERIAL..............................................................................493 I N D E X ................................................................................................................... 495 APPENDIX (ONLINE) ......................................................................................... 499
any_adam_object	1
author	Reckermann, Julia
author_GND	(DE-588)1214262244
author_facet	Reckermann, Julia
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ctrlnum	(OCoLC)1060986483 (DE-599)DNB1164513486
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genre	(DE-588)4113937-9 Hochschulschrift gnd-content
genre_facet	Hochschulschrift
id	DE-604.BV045861840
illustrated	Illustrated
indexdate	2024-12-20T18:36:58Z
institution	BVB
institution_GND	(DE-588)1065711506
isbn	9783631756461
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-031245311
oclc_num	1060986483
open_access_boolean
owner	DE-11 DE-19 DE-BY-UBM DE-20 DE-355 DE-BY-UBR
owner_facet	DE-11 DE-19 DE-BY-UBM DE-20 DE-355 DE-BY-UBR
physical	499 Seiten Illustrationen, Diagramme 21 cm x 14.8 cm
publishDate	2018
publishDateSearch	2018
publishDateSort	2018
publisher	Peter Lang
record_format	marc
series	Fremdsprachendidaktik inhalts- und lernerorientiert
series2	Fremdsprachendidaktik inhalts- und lernerorientiert
spellingShingle	Reckermann, Julia Reading authentic English picture books in the primary school EFL classroom a study of reading comprehension, reading strategies and FL development Fremdsprachendidaktik inhalts- und lernerorientiert Lesen (DE-588)4035439-8 gnd Kinderbuch (DE-588)4303251-5 gnd Englischunterricht (DE-588)4014801-4 gnd Grundschule (DE-588)4022349-8 gnd
subject_GND	(DE-588)4035439-8 (DE-588)4303251-5 (DE-588)4014801-4 (DE-588)4022349-8 (DE-588)4113937-9
title	Reading authentic English picture books in the primary school EFL classroom a study of reading comprehension, reading strategies and FL development
title_auth	Reading authentic English picture books in the primary school EFL classroom a study of reading comprehension, reading strategies and FL development
title_exact_search	Reading authentic English picture books in the primary school EFL classroom a study of reading comprehension, reading strategies and FL development
title_full	Reading authentic English picture books in the primary school EFL classroom a study of reading comprehension, reading strategies and FL development Julia Reckermann
title_fullStr	Reading authentic English picture books in the primary school EFL classroom a study of reading comprehension, reading strategies and FL development Julia Reckermann
title_full_unstemmed	Reading authentic English picture books in the primary school EFL classroom a study of reading comprehension, reading strategies and FL development Julia Reckermann
title_short	Reading authentic English picture books in the primary school EFL classroom
title_sort	reading authentic english picture books in the primary school efl classroom a study of reading comprehension reading strategies and fl development
title_sub	a study of reading comprehension, reading strategies and FL development
topic	Lesen (DE-588)4035439-8 gnd Kinderbuch (DE-588)4303251-5 gnd Englischunterricht (DE-588)4014801-4 gnd Grundschule (DE-588)4022349-8 gnd
topic_facet	Lesen Kinderbuch Englischunterricht Grundschule Hochschulschrift
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volume_link	(DE-604)BV010886345
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