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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education Urlaub, Per; Dessein, Eva In: L2 Journal, vol 14, iss 1 (2022) BASE Show details 2 It takes a village: Digitizing domestic summer programs to confront COVID-19 Urlaub, Per. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020 BASE Show details 3 Does German Cultural Studies need the Nation-State Model? Almog, Yael; Belgum, Kirsten; Biebuyck, Benjamin. - : Wiley Periodicals, Inc., 2019. : Palgrave Macmillan, 2019 BASE Show details 4 Reading the German graphic novel : understanding learners’ readings of multimodal literary comics Benjamin, John David. - 2019 Abstract: This dissertation considers the reading process among collegiate German language learners interacting with related texts in the target language: short prose texts by Bertolt Brecht (Brecht, 1967) and their adaptations in comics form by Ulf K. (Brecht & K., 2014). This comparison aims to understand the second language (L2) reading process of multimodal texts and to establish an instructional model for teaching them. The study addresses three primary research questions: (1) How do comics compare to prose texts regarding L2 reading comprehension? (2) How does genre-specific background knowledge of comics in terms of form, plot, and theme affect reading comprehension? (3) Do students enjoy comics, do they consider them literature, and how do these views affect reading comprehension? The dissertation provides applied linguists and scholars of literature, visual studies, and multimodality with systematic insights into the instructional use of graphic novels and multimodal texts. L2 reading research emerged over 30 years ago from L1 work and has since developed new insights into L2 reading. Beginning in the 1990s, theoretical approaches related to new literacies and multiple literacies have provided scholars new methods for understanding and defining L2 reading comprehension. Recent work on multimodality, focused on meaning-making beyond the written word, has worked to expand the definition of reading material, allowing researchers to consider a wider range of texts. The German graphic novel is well suited for the exploration of these issues in research on L2 literary reading at the university level. Scholars are increasingly investigating these works as material for L2 learners. Much work is needed to connect comics theory to L2 literary reading and reader-oriented literary-theoretical approaches. The dissertation’s study measures the L2 reading of comics and prose texts through Immediate Recall protocols (IRPs), modeled after Bernhardt (1983), rated according to a set of Rubrics for Assessing Reading Across Modalities (RARAM) and idea units, as well as pre- and postquestionnaires. The IRPs allow the researcher to see what participants comprehend from a text and how they understand it. The prequestionnaire determines the participants’ familiarity with comics to measure background knowledge and their affective views of the medium. The postquestionnaire elicits shifts in the participants’ views of comics as literature and language learning material ; Germanic Studies Keyword: Applied linguistics; Comics studies; Cultural studies; German graphic novels; German language learners; German studies; Graphic novels; Instructional use of graphic novels; L2 reading; Multimodal texts; Second language graphic novels; Second language reading comprehension; Second language reading process; Student views of graphic novels; Visual studies URL: https://doi.org/10.26153/tsw/2991 https://hdl.handle.net/2152/75889 BASE Hide details 5 Beliefs about grammar instruction among post-secondary second-language learners and teachers Lorenz, Alexander, Ph. D.. - 2018 BASE Show details 6 Culture specific aspects of semantic frames in multilingual frame descriptions VanNoy, Annika. - 2017 BASE Show details 7 Exploring change : oral metadiscourse of advanced learners of Russian in extended study abroad Wilkins, Evgenia Mikhaylova. - 2017 BASE Show details 8 A usage-based approach to verb classes in English and German Dux, Ryan Joseph. - 2016 BASE Show details 9 Dramatizing/digitizing literacy: Theater education and digital scholarship in the applied linguistics curriculum Urlaub, Per. - : Heinle Cengage Learning, 2015 BASE Show details 10 Semantic role alignment in metaphor : a frame semantic approach to metaphoric meaning Gemmell, Maggie Sue. - 2015 BASE Show details 11 I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom Whitehead, Sarah Jey. - 2014 BASE Show details 12 Questioning the Text: Advancing Literary Reading in the Second Language Through Web‐Based Strategy Training Urlaub, Per In: Foreign language annals. - New York, NY 46 (2013) 3, 508-521 OLC Linguistik Show details 13 Critical Literacy and Intercultural Awareness through the Reading Comprehension Strategy of Questioning in Business Language Education Urlaub, Per In: Global Business Languages (2013) BASE Show details 14 Reading strategies and literature instruction: Teaching learners to generate questions to foster literary reading in the second language Urlaub, Per In: System. - Amsterdam : Elsevier 40 (2012) 2, 296-304 OLC Linguistik Show details 15 Intercultural communicative competence : assessing outcomes of an undergraduate German language program Vanderheijden, Vincent Louis. - 2011 BASE Show details 16 Twist in the list : frame semantics as vocabulary teaching and learning tool Atzler, Judith Kerstin. - 2011 BASE Show details 17 Understanding comprehension: Hermeneutics, literature, and culture in collegiate foreign language education Urlaub, Per. - : Heinle Cengage Learning, 2010 BASE Show details 18 Humor and parodies in the foreign language classroom Zwietasch, Anke Julia. - 2010 BASE Show details

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