Vers une Redefinition de la Comprehension Ecrite en Langue Etrangere (Towards a Redefinition of Reading Comprehension in a Foreign Language). Melanges Pedagogiques, 1975.

Autor/inn/en	Abe, D.; und weitere
Institution	Nancy Univ., (France). Centre de Recherches et d'Applications Pedagogiques en Langues.
Titel	Vers une Redefinition de la Comprehension Ecrite en Langue Etrangere (Towards a Redefinition of Reading Comprehension in a Foreign Language). Melanges Pedagogiques, 1975.
Quelle	(1975), (14 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Definitions; English (Second Language); Factual Reading; Functional Reading; Language Instruction; Language Skills; Morphology (Languages); Reading Comprehension; Reading Development; Reading Instruction; Reading Processes; Reading Skills; Second Language Learning; Skill Development; Syntax + Suchen Sie Ihr Suchwort? Begriffsbestimmung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Morphology; Morphologie; Leseverstehen; Leseunterricht; Leseprozess; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Up to the present, the Centre de Recherches et d'Applications Pedagogiques en Langues has approached the development of reading comprehension skills in English as a second language in terms of morpho-syntactic development. This article proposes to examine difficulties in reading comprehension based not on morpho-syntax but on the textual and functional structure of a text. It is felt that priority should be given to teaching foreign students how to extract rapidly and accurately the essential, purely informational content from a text. Future work is expected to formalize a method for the identification of essential textual information and to investigate the depth of comprehension of foreign students reading in their mother tongue. This in turn should lead to a redefinition of the concept of reading comprehension. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01