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https://doi.org/10.21256/zhaw-28513| Publication type: | Article in scientific journal |
| Type of review: | Peer review (publication) |
| Title: | Schreibkompetenz-Profile in der beruflichen Bildung : heterogen, individuell und schwer interpretierbar? |
| Authors: | Konstantinidou, Liana Liste Lamas, Elsa |
| et. al: | No |
| DOI: | 10.17192/obst.2023.101.8605 10.21256/zhaw-28513 |
| Published in: | Osnabrücker Beiträge zur Sprachtheorie |
| Volume(Issue): | 101 |
| Page(s): | 133 |
| Pages to: | 150 |
| Issue Date: | 2023 |
| Publisher / Ed. Institution: | Universitätsbibliothek Marburg |
| ISSN: | 1617-2639 |
| Language: | German |
| Subjects: | Vocational education and training; Literacy; Text quality; Corpus linguistics; Diagnostic language assessment |
| Subject (DDC): | 371: Schools and their activities 808: Rhetoric and writing |
| Abstract: | In the context of digitalisation, literacy skills have become increasingly important in both personal and professional settings. However, studies show that students in vocational education and training (VET) often struggle with literacy tasks. This poses a challenge for educators in terms of addressing the diverse language backgrounds and abilities of learners and individualising teaching approaches. The research project Förderung der allgemeinen Schreibkompetenz nach Lernendenprofilen aims to systematically assess the quality of VET students’ texts, to identify profiles of writing competence and to provide needs-oriented and inclusive teaching recommendations based on these profiles. It relies on a corpus of 1472 texts written by VET students and employs both automated linguistic analysis and expert ratings to identify clusters of students with similar writing competence profiles. The research design, challenges and initial findings of the project are presented in the present paper, highlighting the potential of empirical evidence to shape our understanding of text quality in the specific VET context, and to challenge prevailing narratives about learners’ language background and their literacy skills. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/28513 |
| Fulltext version: | Published version |
| License (according to publishing contract): | CC BY 4.0: Attribution 4.0 International |
| Departement: | Applied Linguistics |
| Organisational Unit: | Institute of Language Competence (ILC) |
| Published as part of the ZHAW project: | Förderung der allgemeinen Schreibkompetenz nach Lernenden-Profilen |
| Appears in collections: | Publikationen Angewandte Linguistik |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 2023_Konstantinidou-ListeLamas_Schreibkompetenz-Profile-in-der-beruflichen-Bildung.pdf | 945.89 kB | Adobe PDF |  View/Open |
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Konstantinidou, L., & Liste Lamas, E. (2023). Schreibkompetenz-Profile in der beruflichen Bildung : heterogen, individuell und schwer interpretierbar? Osnabrücker Beiträge zur Sprachtheorie, 101, 133–150. https://doi.org/10.17192/obst.2023.101.8605
Konstantinidou, L. and Liste Lamas, E. (2023) ‘Schreibkompetenz-Profile in der beruflichen Bildung : heterogen, individuell und schwer interpretierbar?’, Osnabrücker Beiträge zur Sprachtheorie, 101, pp. 133–150. Available at: https://doi.org/10.17192/obst.2023.101.8605.
L. Konstantinidou and E. Liste Lamas, “Schreibkompetenz-Profile in der beruflichen Bildung : heterogen, individuell und schwer interpretierbar?,” Osnabrücker Beiträge zur Sprachtheorie, vol. 101, pp. 133–150, 2023, doi: 10.17192/obst.2023.101.8605.
KONSTANTINIDOU, Liana und Elsa LISTE LAMAS, 2023. Schreibkompetenz-Profile in der beruflichen Bildung : heterogen, individuell und schwer interpretierbar? Osnabrücker Beiträge zur Sprachtheorie. 2023. Bd. 101, S. 133–150. DOI 10.17192/obst.2023.101.8605
Konstantinidou, Liana, and Elsa Liste Lamas. 2023. “Schreibkompetenz-Profile in der beruflichen Bildung : heterogen, individuell und schwer interpretierbar?” Osnabrücker Beiträge zur Sprachtheorie 101: 133–50. https://doi.org/10.17192/obst.2023.101.8605.
Konstantinidou, Liana, and Elsa Liste Lamas. “Schreibkompetenz-Profile in der beruflichen Bildung : heterogen, individuell und schwer interpretierbar?” Osnabrücker Beiträge zur Sprachtheorie, vol. 101, 2023, pp. 133–50, https://doi.org/10.17192/obst.2023.101.8605.
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