28.4518, Diss: Applied Ling; Cog Sci; Lang Acquisition; Psycholing; Semantics; English; French; German: Jennifer Schuler: ''Lexical and Conceptual Awareness in L2 Reading: An Exploratory Study''

[The LINGUIST List]

LINGUIST List: Vol-28-4518. Mon Oct 30 2017. ISSN: 1069 - 4875.

Subject: 28.4518, Diss: Applied Ling; Cog Sci; Lang Acquisition; Psycholing; Semantics; English; French; German: Jennifer Schuler: ''Lexical and Conceptual Awareness in L2 Reading: An Exploratory Study''

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Date: Mon, 30 Oct 2017 12:13:21
From: Jennifer Schluer [schluer at uni-kassel.de]
Subject: Lexical and Conceptual Awareness in L2 Reading: An Exploratory Study

 
Institution: Universität Kassel 
Program: English Applied Linguistics: Foreign Language Research & Intercultural Communication 
Dissertation Status: Completed 
Degree Date: 2016 

Author: Jennifer Schluer

Dissertation Title: Lexical and Conceptual Awareness in L2 Reading: An
Exploratory Study 

Dissertation URL:  https://www.peterlang.com/view/product/78001?v=toc

Linguistic Field(s): Applied Linguistics
                     Cognitive Science
                     Language Acquisition
                     Psycholinguistics
                     Semantics

Subject Language(s): English (eng)
                     French (fra)
                     German (deu)


Dissertation Director(s):
Claudia Finkbeiner

Dissertation Abstract:

The book explores the novel field of lexical and conceptual awareness in L2
reading from both a theoretical and an empirical perspective. The theoretical
part consists of a thorough literature review of the key terms. The empirical
part presents an in-depth analysis of L2 learners’ lexical and conceptual
awareness/challenges based on text and worksheet data as well as 110 hours of
video material. In total, data from 156 L2 learners participating in
video-taped collaborative reading scenarios and the corresponding stimulated
recall sessions have been analyzed in a primarily qualitative manner. The
results demonstrate the multidimensionality of the two major constructs and
highlight learners’ need for further support. Theoretical, methodological and
practical recommendations are provided.




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