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Textbasiertes Scaffolding mit Kommentaren im DaM-/DaZ-/DaF-Unterricht einer 10. Klasse
In der Interventionsstudie zur Textsorte Kommentar im Prä-Posttest-Design wurde geprüft, ob diese Textsorte mit Hilfe der sprachsensiblen Methode „Scaffolding“ sowohl DaZ- (n=4) als auch DaM-Schülerinnen und Schülern (n= 10) einer 10. Klasse vermittelt werden kann und diese dadurch in die Lage verse...
| Veröffentlicht in: | DaF-/DaZ-/DaM-Bildungsräume: Sprech- & Textformen im Fokus (Band 07) |
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| 1. Verfasser: | |
| Beteiligte: | |
| Format: | Kapitel |
| Sprache: | Deutsch |
| Veröffentlicht: |
Philipps-Universität Marburg
2019
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| Schlagworte: | |
| Online Zugang: | PDF-Volltext |
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This intervention study with GSL (n=4) and German native students (n=10) of the tenth grade exa-mined changes and differences in their written competencies before and after they had been treated by language-sensitive methods of „scaffolding“ focusing on the text of type commentary (pretest-posttest design). The profile analysis and the literacy values, which were modified according to the text type, were used as measuring instruments. As a result of the four-weeks intervention all students achieved improvements in comment-related literacy compentencies. In particular, GSL learners made more progress than their German classmates. Furtheron, the amount of higher literacy values the students have achieved does not correlate automatically with higher profile levels. This means that improvements in literacy do not necessarily reflect linguistic achievements. This is mainly due to the specific features of the text of type commentary.