Zur Modellierung der Entwicklung wissenschaftlicher Schreibfähigkeiten

Feilke, Helmuth; Steinhoff, Torsten

doi:10.1515/9783110907766.112

Cited by 7 publications

(4 citation statements)

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“…Functional reading refers to reading in everyday and professional contexts with an intention to act (Ziegler et al, 2012). Therefore, students do not refer to entire texts as they do, for example, in an interpretation, summary, or commentary task (Feilke et al, 2016;Sturm, 2017). Rather, they use texts to gather selective information (OECD, 2016;Ziegler et al, 2012).…”

Section: Scenario-based Reading and Writing Educationmentioning

confidence: 99%

Literacy in vocational education and training: scenario-based reading and writing education

et al. 2022

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Many students in vocational education and training (VET) have difficulties with reading and writing. To date, there is little research on whether and how the development of VET students’ writing skills may benefit from teaching approaches that integrate reading and writing. This study reports results from a semester-long intervention study conducted in Switzerland in 2018/19 (N = 285) in which we investigated the impact of a scenario-based integration of reading-to-write-tasks on the development of VET students’ text quality. In the approach, problem-solving processes are set in motion by scenarios representing real- or work-life situations. Reading-to-write tasks form part of the student-initiated problem-solving process, and result in situated argumentative writing. A small experimental intervention effect was found where text quality developed significantly better in the experimental group than in a matched control group (F1,178 = 7.40, p < .01, Cohen’s f = 0.20), as measured in a writing test before and after exposure to the teaching method. Outcomes suggest tangible benefits may result when applying this approach to literacy education in VET, particularly for academically weaker students. We discuss the consequences and implications of these findings, as well as open questions to be addressed by further research.

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Section: Scenario-based Reading and Writing Educationmentioning

confidence: 99%

Literacy in vocational education and training: scenario-based reading and writing education

et al. 2022

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“…Feilke /Steinhoff (2003) versuchen wissenschaftssprachliche Kompetenz linguistisch zu fassen und setzen sich mit der nötigen Ausdruckskompetenz auseinander, die sich bestimmter wiederkehrender Kollokationen in bestimmten Kontexten bedient (vgl. Feilke/Steinhoff 2003: 117).…”

Section: Spezifische Kompetenzen Für Wissenschaftliches Schreibenunclassified

Professionelles Schreiben in mehreren Sprachen

Dengscherz¹

2019

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Was ist das Professionelle am professionellen Schreiben? Wie funktioniert professionelles Schreiben im Kontext von Mehrsprachigkeit? Welche Anforderungen müssen dabei bewältigt werden, welche Herausforderungen ergeben sich für individuelle Schreiber*innen? Welche Strategien haben erfolgreiche Schreiber*innen entwickelt, um Herausforderungen beim Schreiben zu meistern? Wie unterscheiden sich diese Strategien individuell und situativ? Diese Fragen -fokussiert auf Schreiben in akademischen Kontexten -bilden den Kern meiner explorativen Untersuchung. Im Zentrum stehen Schreibprozessabläufe von Wissenschaftler*innen und Studierenden, die anspruchsvolle Texte in ihrem Studium bzw. ihrem Beruf verfassen: "focused writing" im Sinne von Hicks/Perrin (2014: 237 -und nicht nur "writing by-the-way").Mehrsprachiges Arbeiten gehört im Wissenschaftsbetrieb zum Alltag: Studierende und Wissenschaftler*innen lesen Fachtexte in unterschiedlichen Sprachen, je nach disziplinärem und beruflichem Kontext verfassen sie auch selbst Texte in einer Fremd-oder Zweitsprache (L2). Die Fähigkeit, funktionierende Texte in mehreren Sprachen verfassen zu können, ist sowohl im Bildungssystem als auch in vielen beruflichen Kontexten höchst relevant. Strategien und Routinen für erfolgreiche Textproduktion können über Bildungskarrieren entscheiden. In der Internationalisierung der Universitäten spielt Mehrsprachigkeit eine wichtige Rolle, die

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“…It follows that CLA on the lexical level is not so much 'specific' as it is 'typical', i.e. we can expect the lexical items of CLA and their preferred collocations to be more frequent in but not exclusive to academic discourse (Adamzik et al 1997, Feilke and Steinhoff 2003and Feilke 2010. In terms of corpus linguistics, this means that relative frequency rather than exclusive occurrence needs to be used as defining criterion for compiling an inventory.…”

Section: Comparative Analysis: Issues Of Categorisationmentioning

confidence: 99%

Developing a German-English Dictionary of the Common Language of Academia

Rheindorf

Huemer

2015

JOAW

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The factual dominance of English as Lingua Franca of the international scientific community continues to increase in most disciplines. University students, lecturers and researchers are more and more commonly required to acquire English for academic purposes. Meanwhile, linguistic research into the similarities and differences between academic English and its German, Italian or other counterparts has been conducted. However, no comprehensive study has yet dealt with the specific problems faced by German-speaking academics and students acquiring English for academic purposes. It is in this context that this article presents an ongoing research project designed to address that gap. It concerns the lack or partial lack of equivalent linguistic means between the German and the English common language of academia. The common language of academia is, by definition, used across the disciplines and contains or realises fixed, language-and culture-specific conceptions of what actually constitutes 'science' or 'academia'. It is largely based on but differs from language use in everyday contexts, thus posing significant challenges for students even in their first language. In this article we address the challenge of achieving not only a functional comparison of the common language of academia in English and German, but of complementing the underlying inventory and analysis of each. Following a discussion of previous work, we detail our research design and criteria for the comparative analysis of the common language of academia in English and German, as well as some preliminary results of the project. The findings of our project will ultimately lead to a German-English dictionary for the common language of academia designed to support both students and academics with understanding and participating in international scientific communities with different linguistic backgrounds.

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Zur Modellierung der Entwicklung wissenschaftlicher Schreibfähigkeiten

Cited by 7 publications

References 0 publications

Literacy in vocational education and training: scenario-based reading and writing education

Literacy in vocational education and training: scenario-based reading and writing education

Professionelles Schreiben in mehreren Sprachen

Developing a German-English Dictionary of the Common Language of Academia

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