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The influence of background knowledg...

Gross, Katharina Hausler.

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The influence of background knowledge for reader response to foreign language literary texts: Student responses in oral and written forms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The influence of background knowledge for reader response to foreign language literary texts: Student responses in oral and written forms./
作者:	Gross, Katharina Hausler.
面頁冊數:	418 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3380.
Contained By:	Dissertation Abstracts International65-09A.
標題:	Literature, Modern. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3146024
ISBN:	0496049984

The influence of background knowledge for reader response to foreign language literary texts: Student responses in oral and written forms.
Gross, Katharina Hausler.

The influence of background knowledge for reader response to foreign language literary texts: Student responses in oral and written forms. - 418 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3380.

Thesis (Ph.D.)--Michigan State University, 2004.

The purpose of this qualitative study was to explore how non-native, college-level readers of German with diverse backgrounds construct and negotiate meaning when responding to Foreign Language literary texts. To collect the data for this study with objectivity and quality in mind, the study was divided into three phases.

ISBN: 0496049984Subjects--Topical Terms:

624011
Literature, Modern.

The influence of background knowledge for reader response to foreign language literary texts: Student responses in oral and written forms.
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245 1 4 $a The influence of background knowledge for reader response to foreign language literary texts: Student responses in oral and written forms.
300 $a 418 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3380.
500 $a Adviser: Karin A. Wurst.
502 $a Thesis (Ph.D.)--Michigan State University, 2004.
520 $a The purpose of this qualitative study was to explore how non-native, college-level readers of German with diverse backgrounds construct and negotiate meaning when responding to Foreign Language literary texts. To collect the data for this study with objectivity and quality in mind, the study was divided into three phases.
520 $a The first phase included a set of pre-reading questionnaires to determine student background information on various levels (personal, academic, socio-economic and socio-cultural), students' reading experiences in both their first/native language (L1) and second/foreign language (L2), and students' reading response preferences. During the second stage a set of open-ended guide questions for reader response activities was geared to identify how students verbalize their oral and written responses to Foreign Language literary texts. Students' responses to selected short narrative fiction were collected using think-aloud protocols and out-of-class response journals. In the final phase a post-reading questionnaire with open-ended guide questions directed personal interviews to conclude how students experienced and accomplished the process of reading and the construction of meaning during the reading process. The interview also gave students a chance to revisit the texts and reflect upon their writing as a response to those texts.
520 $a The significant amount of data about the study participants (background questionnaires and personal profiles) was included to help explain in what way individual student background information played a role in the student's construction of meaning when reading and responding to Foreign Language literary texts.
520 $a The data for phases one and two of this study was collected in a natural in-class setting, while data for phase three was collected in an out-of-class conference between the instructor and individual students. For analysis purposes transcripts of both oral and written responses were used. All data was analyzed using preset criteria.
520 $a Findings from this study suggest that the readers background knowledge influences the way they respond to literary texts in the Foreign Language classroom. The results of this study also indicate that students' individual background knowledge informs and guides them in the way they access Foreign Language texts and how they process text information during the different reading stages. Furthermore, the results of this study suggest that out-of-class response journals allowed students to activate their background knowledge in a more open and less restrictive way than in-class reader-response activities. Findings also indicate that revisiting the reading and meaning-making process during the personal interview enhanced the students' understanding of the text and appreciation for it. Finally, the results imply, that structured reader response activities such as the guided questions for think-aloud protocols and out-of-class response journals enhance students understanding of short narratives in the foreign language and augment student's abilities to construct and negotiate meaning of those texts.
590 $a School code: 0128.
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650 4 $a Language, Modern. $3 1018098
650 4 $a Education, Language and Literature. $3 1018115
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710 2 0 $a Michigan State University. $3 676168
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