Schmitz, Anke
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- PublicationPotenziale von Design-based Research in der Kollaboration mit Lehrpersonen - Einblicke in das Schulentwicklungsprojekt «Mündlichkeit im sprachbewussten Fachunterricht»(23.08.2024) Gregori, Nina; Mohler, Laura; Schmitz, Anke06 - Präsentation
- PublicationProfessionalisierung von Lehrpersonen am Beispiel des strategischen Lesens(22.08.2024) Schmitz, Anke06 - Präsentation
- PublicationBlick in die Feuilltons mit Anke Schmitz(Radio SRF 2 Kultur, 14.03.2024) Schmitz, Anke07 - Audio- oder Videomaterial
- PublicationProfessionsorientierte Ausbildung von Deutschlehrpersonen. Zum Status Quo am Beispiel einer schweizerischen Hochschule(2024) Schmellentin Britz, Claudia; Schmitz, Anke06 - Präsentation
- Publication06 - Präsentation
- PublicationLesestrategien für das Verstehen von Kurzprosatexten im Printformat und in digitaler Form(2024) Schmitz, Anke; Kernen, Nora; Holzwarth, Kyra Christina; Dannecker, Wiebke06 - Präsentation
- Publication06 - Präsentation
- PublicationVerständlichkeit mündlicher Erklärungen von Sportlehrkräften. Zum Einfluss von Kohärenzbildungshilfen auf das Regelverständnis von Schüler*innen(Springer, 2024) Heemsoth, Tim; Krieger, Claus; Frerichs, Rieke; Schmitz, Anke; Wallot, Sebastian; Härtig, Hendrik; Leiss, Dominik [in: German Journal of Exercise and Sport Research]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublicationStrategies for expository and literary texts. Students’ perspectives on text type-specific cognitive and metacognitive reading strategies(ARLE, 12.08.2023) Schmitz, Anke; Dannecker, Wiebke [in: L1-Educational Studies in Language and Literature]Based on the assumption that reading strategies facilitate text comprehension and that they should differ regarding types of texts, this study aims at analysing which cognitive and metacognitive reading strategies are applied by university students (N = 54) for reading a narrative text compared to an expository text. To measure text-specific reading strategies, different channels of information were included such as highlighting of text segments qualitatively and quantitatively, qualitative and quantitative note-taking as well as the coherence of notes, and self-reported strategy use after reading. The findings show that students’ highlighting of text segments and note-taking differ regarding the type of text in amount and depth of processing, indicating a greater depth of processing for narrative texts. The self-reported strategies for reading the two types of texts also reveal differences in terms of the frequencies of applying elaborative and metacognitive strategies. Moreover, correlation analyses show that there is more correspondence between the reading strategies in the narrative condition compared to the expository condition. In sum, the students adapt their reading strategies to the types of texts and it appears that narrative text was read in a more strategic and deeply oriented manner than the expository text.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublicationImpact of global text cohesion on students’ listening comprehension of informational listening texts(John Benjamins, 2023) Schmitz, Anke; Brandt, Hanne; Rothstein, Björn [in: Pedagogical Linguistics]Listening comprehension serves as a basic means for communication and participation in society. Unfortunately, especially low-performing students have difficulties understanding informational content presented in a listening format, even more so than with the comprehension of printed texts. Based on empirical findings that text features, such as global text cohesion, have proven to be effective for promoting reading comprehension, and cognitive processes of reading and listening to academic texts share commonalities, the question arises as to how much global cohesion can support students’ listening comprehension. 140 ninth-grade students in German secondary schools listened to one of two informational listening texts which differed in their degree of global text cohesion (low vs. high in cohesion). Listening comprehension was assessed with a written test after listening. Regression analyses show that global text cohesion promotes listening comprehension and that the effect of cohesion remains significant and stable when controlling for topic-related prior knowledge and language-related background variables. Low-performing students profited more from the highly cohesive text than high-performing students. Thus, cohesion contributes to the comprehensibility of informational listening texts which can have implications for the construction of listening texts and listening comprehension instruction at school.01A - Beitrag in wissenschaftlicher Zeitschrift