Lesefreude und Lernerorientierung : Eine Untersuchung von Lehrerentscheidungen beim Lesen eines Romans in einer Schülergruppe im schwedischen Unterricht Deutsch als Fremdsprache

Reading pleasure and learner autonomy : A study of teacher decision-making when reading a youth novel with a German as a foreign language class in a Swedish teaching context

Linnéuniversitetet, Institutionen för språk och litteratur, SOL Växjö 2010

In this study, teaching is seen as a complex decision-making situation, where different factors that influence the teaching and learning process are interwoven and connected with each other. To describe and analyse the complexity of teaching literature in a foreign language instruction setting is the aim of the study. The study was conducted with one teacher participant and her group of 16–17 years old pupils in a Swedish upper secondary school, while they read a German youth novel. Data on the teacher decisions in the planning phase was collected by interviewing the teacher before the actual teaching of the novel and between lessons, while the implementation of the teacher decisions was observed during the lessons. In the interviews, four decision areas showed to be central to the teacher: teaching goals, choice of text, task formulation, and the role of freedom and control as central concepts of learner autonomy. In the analysis chapters, the decisions within these different areas are described, commented on, and contextualized within the teacher’s own teaching concepts, and within current research and theory on foreign language reading, learning, and teaching. Factors critical to the decision-making situation are identified. The findings of the study show that teaching literature employs a decision-making process of great complexity because of the subjective character of the reading process. The complexity of the process is increased by the fact that a foreign language was being taught. Even for an experienced teacher (as the teacher who was observed in the study is) teaching decisions are characterized by a complexity which her many years of teaching experience can only partly compensate for. The main goal for the teaching of the novel was formulated by the teacher as ‘reading pleasure’, a concept grounded on a previous teaching experience. Since the teacher saw tasks as an obstacle for a reading experience, the task formulation constituted a conflict for her. I

teacher decision-making; teaching literature; language teaching; task formulation; choice of text; learner autonomy; complexity; research on teaching; Literaturdidaktik; Fremdsprachendidaktik; Entscheidungen; General Literature Studies; Litteraturvetenskap; Specific Languages; Studier av enskilda språk; Didactics; Didaktik; Pedagogical Work; Pedagogiskt arbete; Doctoral thesis, monograph; info:eu-repo/semantics/doctoralThesis; text

Open access content. Open access content
info:eu-repo/semantics/openAccess

application/pdf
German

UPE oai:DiVA.org:lnu-5474
0000-0002-8358-7032
urn:isbn:9789186491031
1234247310

UPPSALA UNIV LIBR
From OAIster®, provided by the OCLC Cooperative.

edsoai.on1234247310