Item type:Book Part, Open Access

Lesekompetenzen diagnostizieren im Englischstudium: Verstehen und Erklären mithilfe von Inferenzen

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V.3_Dirks_Lesestudie.pdf (399.9 KB)

Date

2012-06-25

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Publisher

Philipps-Universität Marburg
DOI

Collected Works

Abstract

This article provides first results of L2 reading research with TOEFL students (MA) at a German university. The focus is on higher-level information processing, as this is one of the core demands for reading academic texts and making the infer-ences students need to understand and explain the interplay of text- and domain-related information. However, the task at issue is a “real-life task” or case vignette that uses everyday language, in order to avoid shortcomings of the test subjects due to the foreign language English. The results of this explorative study reveal very heterogeneous proficiency outcomes with diverse fallacies and very few examples of appropriate information processing.

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Dates
Created: 2012Issued: 2012-06-25Updated: 2020-07-28
Relations
Is part of: es/2012/0024
DOI
https://doi.org/10.17192/es2012.0009
Faculty
Fachbereich Erziehungswissenschaften
Publisher
Philipps-Universität Marburg
Language
ger
Data types
BookChapter
Keywords
Fallvignettetext comprehensionUniversitätsausbildungLesekompetenzenReading competenceTextverständnisInferenzeninferencescase vignettehigher education.
DFG-subjects
TextverstehenLesekompetenz
DDC-Numbers
370
License
https://rightsstatements.org/vocab/InC-NC/1.0/
URI
https://open.uni-marburg.de/handle/10.17192/es.2012.0009
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Dirks, Una: Lesekompetenzen diagnostizieren im Englischstudium: Verstehen und Erklären mithilfe von Inferenzen. In: : . : Philipps-Universität Marburg 2012-06-25, . DOI: https://doi.org/10.17192/es2012.0009.

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