Literaturnachweis - Detailanzeige
Autor/in | Faber, Günter |
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Titel | Die Erfassung kognitiv-motivationaler Lernermerkmale gegen Ende der gymnasialen Sekundarstufe I. Ergebnisse aus einem interdisziplinären Forschungsprojekt zur mündlichen Erzählkompetenz in Englisch. |
Quelle | In: Zeitschrift für Fremdsprachenforschung, 20 (2009) 2, S. 179-212
PDF als Volltext |
Beigaben | Abbildungen 4; Tabellen 6; Anmerkungen |
Sprache | deutsch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0939-7299 |
Schlagwörter | Empirische Forschung; Kognition; Sekundarstufe I; Gymnasium; Motivation; Erzählen; Mündlicher Ausdruck; Vergleichende Analyse; Englischunterricht; Interdisziplinarität; Forschungsprojekt |
Abstract | Theoretically rooted in a cognitive-motivational perspective on academic personality development, various scales for measuring EFL learners' domain-specific self-beliefs were developed and empirically analyzed. In particular, these scales were designed to assess the learners' academic self-concept in English, their affective value on the subject, and their self-perceptions of own oral narrative language use in the EFL classroom. In a sample of N = 256 ninth-graders from 9 inner-city grammar schools the scales were administered along with related performance measures and, for the purpose of concurrent validation, also with matched L1-measures. The results proved these scales to provide psychometrically sufficient and valid data. Especially, the L2-self-perceptions appeared to be considerably stronger related to English than to German belief and performance scores. Furthermore, self-perceptions of narrative competencies could be clearly differentiated from the overall English self-concept variable. Thus, the results confirm the multidimensional and task-specific feature of academic self-beliefs in the EFL context. (Verlag). |
Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
Update | 2011/1 |