每个学科都有自己的语言模式——德语stem教科书说明文文本的语言特征模式

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2025-03-03 DOI:10.1016/j.linged.2025.101405

Nadine Cruz Neri , Sascha Bernholt , Hendrik Härtig

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引用次数: 0

摘要

STEM教育在很大程度上依赖于学生需要处理的书面语言，以便理解学校背景下的说明文。先前的研究表明，学生受到说明文中普遍存在的某些语言特征（LFs）的挑战。因此，教师在学生的理解过程中给予充分的支持是很重要的。然而，对于德国教科书来说，关于哪些LFs在哪个STEM学科中普遍存在的研究却缺失了。在本研究中，我们探索性地分析了不同STEM学科（生物、化学、地理、数学、物理）的LFs模式。为此，我们检查了从32本中学教科书中摘录的398篇德语课文。我们发现一些LFs在某些STEM科目中比在其他科目中更普遍。所发现的LFs模式有可能为教师提供具体的起点，以充分支持学生处理各自STEM学科的LFs。进一步的影响和限制进行了讨论。

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Every subject has its own language – patterns of linguistic features of expository texts in German stem textbooks

STEM education relies heavily on written language that students need to process in order to understand expository texts in the school context. Prior research indicates that students are challenged by certain linguistic features (LFs) prevalent in expository texts. Therefore, it is important that teachers support students adequately in their comprehension process. For German textbooks, however, research that examines which LFs are prevalent in which STEM subject is missing. In this study, we exploratively analyze the patterns of LFs of different STEM subjects (biology, chemistry, geography, mathematics, physics). For this, we examined 398 German texts extracted from 32 secondary textbooks. We found that some LFs are more prevalent in certain STEM subjects than in others. The found patterns of LFs hold the potential to provide concrete starting points for teachers to adequately support their students in processing the LFs of their respective STEM subject. Further implications and limitations are discussed.

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来源期刊

Linguistics and Education Multiple-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.