Literaturnachweis - Detailanzeige
Autor/in | Boakye, Naomi |
---|---|
Titel | A multifaceted model for designing reading development programmes for L2 learners at tertiary level. |
Quelle | In: Per linguam, 27 (2011) 2, S. 111-128
PDF als Volltext |
Beigaben | Abbildungen 3; Literaturangaben |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0259-2312; 2224-0012 |
DOI | 10.5785/27-2-111 |
Schlagwörter | Soziale Herkunft; Affektives Lernen; Interesse; Motivation; Methodik; Sprachbewusstsein; Lesen; Tertiärbereich; Zweitsprachenerwerb |
Abstract | Socio-affective issues are generally acknowledged as important in reading development. However, most intervention programmes focus on cognitive aspects of reading, and do not explicitly accommodate socio-affective factors such as attitude, motivation, interest, and background of students. This paper argues for the inclusion of both cognitive and socio-affective scaffolding in tertiary-level reading development programmes. Based on a number of second language teaching techniques, and grounded in Guthrie and Wigfield's (2000) engagement model, the author proposes a multifaceted model on which to map reading instruction/intervention at tertiary level that combines both affective and cognitive factors. (Verlag, adapt.). |
Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
Update | 2022/2 |