Literaturnachweis - Detailanzeige
| Autor/in | Jost, Jörg |
|---|---|
| Titel | Die Textsorte Lehrerkommentar in der Primarstufe. Ergebnisse einer Pilotstudie. |
| Quelle | In: Zeitschrift für angewandte Linguistik, (2008) 49, S. 95-117 |
| Beigaben | Anmerkungen |
| Sprache | deutsch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1433-9889 |
| Schlagwörter | Empirische Forschung; Interview; Pilotstudie; Grundschule; Lehrer; Klassenarbeit; Leistungsbeurteilung; Notengebung; Feedback; Text; Textanalyse; Schreiben; Kommentar; Deutschland |
| Abstract | The paper presents the results of an exploratory study on the text genre "teacher's comment" in the German primary school system. Based on both interviews and a collection of teachers' comments, the study identifies genre-specific requirements on the basis of teacher interviews and a linguistic text analysis of the actual realization in the produced texts. The study focuses on two main aspects: (a) the relevance of the text genre in the teaching profession and teachers' knowledge of text genre characteristics; and (b) the influences on the formulation level exercised by persons (pupils, teachers, parents) involved in the communicative act and the resultant communicative effects. The findings indicate an asymmetry between the importance of the text genre for teachers' everyday life at school and its low relevance in their job training. Text genre competences are acquired by teachers on the job rather than during their job training. This results primarily in uncertainties concerning the realization of the specific requirements of the text genre, not only for young professionals but also for experienced teachers. The communicative level of teachers' comments is influenced by the persons involved - for example, illocutions are often softened by using "hedges" due to teachers addressing their pupils in the texts. In effect, teachers run the risk of pupils not being able to adequately judge the relevance and the quality of critique and recommendation as given in the written comments. The main communicative effect indicated by the findings of the study is that teachers' comments in primary school provide a basis for (under certain circumstances necessary) commentarial and explanatory conversations between pupils, teachers and parents about teachers' given evaluations in order to transform unaddressed meaningless information into addressed meaningful information (e.g. for parents). Where commentarial and explanatory symbolic operations are indispensable for a meaningful understanding of teachers' comments large-scale consequences for the functional and pragmatic level of the text genre are the result. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
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