Literaturnachweis - Detailanzeige
Autor/inn/en | Giovanelli, Marcello; Mason, Jessica |
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Titel | 'Well I Don't Feel That': Schemas, Worlds and Authentic Reading in the Classroom |
Quelle | In: English in Education, 49 (2015) 1, S.41-55 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0425-0494 |
DOI | 10.1111/eie.12052 |
Schlagwörter | Reader Text Relationship; Learner Engagement; Foreign Countries; Literary Genres; Classroom Techniques; Reading Teachers; Experienced Teachers; Middle School Students; Teacher Role; Schemata (Cognition); Reading Processes; Reflection; Attention; United Kingdom (England) Ausland; Literarische Form; Klassenführung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerrolle; Cognition; Schema; Kognition; Aufmerksamkeit |
Abstract | This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students' ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with the novel Holes (Sachar 2000), and the short story 'The man who shouted Teresa' (Calvino 1996) respectively, and argue for the benefits of using cognitive linguistics as a tool for teachers and researchers to 'think with' when considering reading in the classroom. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |