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The aim of the present study is to identify educational language devices that primary school pupils produce within non-fiction texts and to examine them with regard to their form-function relationship within non-fiction texts. The study is based on 474 texts written by learners in the second to four...

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Autor principal: Fornol, Sarah L.
Format: Online
Idioma:alemany
Publicat: Verlag Julius Klinkhardt 2021
Matèries:
Sachunterricht; Bildungssprache; Schülertext; Textanalyse; Primarbereich; Grundschulpädagogik; Sprachfertigkeit; Sprachkompetenz; Schuljahr 02; Schuljahr 03; Schuljahr 04; Sprachgebrauch; Sprachform; Sprachfunktion; Korrelation; Soziokultureller Faktor; Schulerfolg; Unterrichtssprache; Wortschatz; Soziolinguistik; Linguistik; Psycholinguistik; Studie; Triangulation; Quantitative Analyse; Qualitative Analyse; Stichprobe; Instruction in natural science subjects; Primary school science and social studies; Text analysis; Textual analysis; Primary education; Primary level; Primary school education; Primary school pedagogics; Language skills; Speech Skills; Language skill; Linguistic Competence; School year 02; School year 03; School year 04; Language usage; Correlation; School success; Success at school; Teaching language; Vocabulary; Sociolinguistics; Linguistics; Psycholinguistics; Qualitative analysis; Applied linguistics
thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology
thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools
Accés en línia:OCN: 1290614264
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Sumari:The aim of the present study is to identify educational language devices that primary school pupils produce within non-fiction texts and to examine them with regard to their form-function relationship within non-fiction texts. The study is based on 474 texts written by learners in the second to fourth grades. In order to correspond to the complexity of the object of research, all 474 texts were first examined for the realisation of educational language devices by means of a cross-method triangulation with sequential design with the help of a quantitative frequency analysis on the basis of a deductively developed category system. Subsequently, a partial corpus (n=28) of the data material was selected by means of interleaved sampling and a content-structuring qualitative content analysis was carried out on the basis of a deductively-inductively developed category system in order to relate the educational language devices back to their function. The results of the study complement the findings of previous studies and provide important indications for future research into the means and skills of the language of education. At the same time, the findings enable conclusions to be drawn for the design of language-sensitive subject teaching.

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