Session Information
Contribution
Does the process-orientated model of "writing conference" affect the motivation and the students' interest in learning German? The didactic conception of "writing conference" (based on Spitta, 1992) has been taken over for the subject German by the primary school curriculum of Rheinland-Pfalz (Germany), which shows that this model is already deeply rooted. But the application of this method in daily teaching proves to be difficult and is a long-lasting process. The "writing conference" is not often used in German classrooms because many teachers are not familar with this method. Research is necessary and different styles of "writing conference" have to be compared. Field reports regarding "writing conferences" are exsistent but there has hardly been any empirical research (cf. Becker-Mrotzek 2000; Reuschling 1996).Thus, our dissertation's focus of attention is to check if the application of the process-orientated model of "writing conference" is an improvement compared to traditional "Aufsatzdidaktik"(didactics regarding how to write essays), which is product-orientated.A total of 300 students (grade three and four) form two groups. Group one consists of students, who have much experiences with "writing conferences", and in group two are students, who have few or non experiences with this process-oriented model and is mainly confronted with ex-cathedra teaching. We tested the student's proficiency level in the beginning of our study. At the same time we inquired different aspects by using a questionnaire. We assume that these aspects are influenced by the different ways in which writing is practised in class. The children were surveyed about their self-concept of ability, goal orientation and their attitude towards school. They were also asked to assess themselves (attributions, interest in German and level of aspirations). Six month later, the same survey was conducted again. The data are discussed under the following aspects: Is there a difference in the skills and students' attitudes of the groups? Is the development of skills higher within group one compared to group two because of the application of the "writing conference"? Statiscs show differences between students ,who have much experience with "writing conferences", and students, who have little or no experience with this process-orientated model. The realization of writing conferences leads to more interest in German lessons on the part of the students. The children of group one develop more strategies to enhance their self-esteem and their motivation.Becker-Mrotzek, Michael (2000). Schreibkonferenzen: Eine diskursive Form der Textbearbeitung. In: Grundschule, 12, 49-53. Reuschling, G. (1996). Als wär sie gar nicht Susanna und die Laura. In: Praxis Deutsch, 137, 29-33. Spitta, G. (1992). Schreibkonferenzen in Klasse 3 und 4. Ein Weg vom spontanen Schreiben zum bewussten Verfassen von Texten. Frankfurt, Main: Cornelsen. - Teacher training on writing conferences - Workshop at the "Grundschultag 2007" ("primary school day 2007") at the University Trier (Germany)
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.