Materials, Techniques, and Research to Enhance the German Classroom

Rankin, J. S.

doi:10.1111/j.1756-1221.2005.tb00050.x

Cited by 6 publications

(1 citation statement)

References 16 publications

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“…These activities make it easier for students so they don't have to read the entire text in detail. Supports the statement that reading is an activity of searching for meaning and understanding something (Rankin, 2005). There are several goals that are carried out by readers such Zelvia Dina Octavianti, Pratiwi Retnaningdyah, Ahmad Munir / Students' Perception on the Implementation of Extensive Reading at Elementary School as obtaining a sense of pleasure and comfort as well as acquiring extensive knowledge.…”

Section: Purposes Of Extensive Readingsupporting

confidence: 52%

Students’ Perception on the Implementation of Extensive Reading at Elementary School

Zelvia Dina Octavianti,

Pratiwi Retnaningdyah,

Ahmad Munir

2023

edukasia

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This research aims to determine students' perceptions of implementing extensive reading. The focus of this research is on the benefits and obstacles in implementing extensive reading activities. Twenty elementary school students in one of the schools in Sidoarjo were the subjects of this research. The method used in this research is a qualitative method and data collection using interview techniques. The results showed that extensive reading affects students' interest in reading because it makes students feel happy, can imagine, and increases students' knowledge and English language skills. Besides that, other findings regarding students' perceptions of obstacles in carrying out extensive reading were also revealed in this research. Some of them are students' reading motivation which is classified as low which is caused by language skills and students' lack of perseverance, as well as about the style of language used in reading texts.

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Section: Purposes Of Extensive Readingsupporting

confidence: 52%

Students’ Perception on the Implementation of Extensive Reading at Elementary School

Zelvia Dina Octavianti,

Pratiwi Retnaningdyah,

Ahmad Munir

2023

edukasia

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Extensive Reading

Zhou

2024

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This Element focuses on extensive reading (ER), a language learning and teaching approach that encourages language learners to read a large amount of interesting and level-appropriate reading materials. Extensive reading has been adopted across educational spectrums, including higher, secondary, and elementary levels, and implemented in diverse language contexts such as English, Chinese, Italian, Spanish, and French. The primary objective of this Element is to offer comprehensive insights into the theoretical foundations of ER, analyze its multifaceted benefits to language learning, address the challenges encountered in its implementation, and propose effective strategies drawn from research for these challenges. The Element concludes with an overview of the latest trends and developments in ER.

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Review of recent research (2002–2009) on applied linguistics and language teaching with specific reference to L2 German (part 2)

Eckerth

Tschirner²

2009

Lang. Teach.

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Angesichts gegenwärtiger Entwicklungen innerhalb des Lehr- und Forschungsgebietes Deutsch als Fremdsprache (DaF)/German as a Foreign Language (GFL) als auch im Lichte politischer Entwicklungen, die weiterhin einen deutlichen Einfluss darauf ausuüben, wie DaF verbreitet, gelehrt, gelernt und evaluiert wird, scheint eine kritische Bewertung von im Zeitraum 2002–2009 veröffentlichter DaF-Forschungsbeitraäge zeitgemäß und angebracht. Empirische Forschung zu Deutsch als Fremdsprache versteht sich nicht als isoliertes Forschungsfeld, das primär oder gar ausschließlich mit seinen kulturell, strukturell und politisch bedingten Besonderheiten beschäftigt ist, sondern vielmehr als ein substantieller Beitrag zur internationalen Zweitsprachenerwerbsforschung, Fremdsprachenunterrichtsforschung und Angewandten Linguistik. Im Mittelpunkt des zweiten Teils unseres Forschungsüberblicks stehen Beiträge die den Einfluss kontextueller Faktoren und methodisch-didaktischer Entscheidungen auf die Bedingungen, den Prozess und das Resultat fremdsprachlichen Lernens untersuchen. Űberlegungen zu alternativen epistomologischen Grundannahmen sowie einen Ausblick auf die gegenwärtige wie zukünftige Sprachenpolitik beschließt den zweiten Teil unseres Forschungsüberblicks.This review of research on the learning, teaching, and assessment of L2 German may be particularly timely due to developments from within the profession as well as recent political changes which continue to have a strong bearing on the way L2 German is promoted, learned, taught and assessed. Far from representing an isolated field of research concerned only with the requirements and policies of its own subject matter, empirical research into L2 German now contributes greatly to the wider field of research on L2 acquisition, applied linguistics, and foreign language teaching. Part 2 of our review covers research concerned with the impact of contextual factors and pedagogical choices on learning conditions, learning processes, and learning outcomes. A consideration of competing epistemological frameworks as well as an outlook on current and future language policy concludes the review.

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Materials, Techniques, and Research to Enhance the German Classroom

Cited by 6 publications

References 16 publications

Students’ Perception on the Implementation of Extensive Reading at Elementary School

Students’ Perception on the Implementation of Extensive Reading at Elementary School

Extensive Reading

Review of recent research (2002–2009) on applied linguistics and language teaching with specific reference to L2 German (part 2)

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