Jump to ContentJump to Main Navigation
Show Summary Details
More options …

Quantitative Ansätze in den Literatur- und Geisteswissenschaften

Systematische und historische Perspektiven

[Quantitative Methods in Literary Studies and the Humanities: Systematic and Historical Perspectives]

Ed. by Bernhart, Toni / Willand, Marcus / Richter, Sandra / Albrecht, Andrea

Open Access
eBook (PDF)
Publication Date:
April 2018
Copyright year:
2018
ISBN
978-3-11-052330-0
See all formats and pricing

Kompetenzmodellierung im Fach Englisch: Literaturwissenschaft meets Psychometrie

Zirker, Angelika / Glaesser, Judith / Kelava, Augustin / Bauer, Matthias

Abstract

This chapter describes a novel approach to modelling text comprehension competence in students in teacher training programmes which draws on the fields of literary studies and quantitative educational research. Our starting point is the assumption that the complexity of a text is what potentially poses a challenge to comprehension, and that this complexity may be broken down into clearly definable and measurable aspects. We focus on literary texts, specifically poems, because these offer a particularly high density of complex textual phenomena such as irony, ambiguity and paradoxes. The research reported here is part of wider project which models the competences of students. In this chapter, we draw on a study undertaken with a group of 4 26 mostly German s tudents of English literature whose comprehension of Shakespeare’s Sonnet 43 was assessed by means of a test that had been developed and refined as part of our project. We were able to show that prior experience of reading Shakespeare was associated with stronger performance on the test, as was reading novels in English. A factor analysis suggested the existence of two factors, one comprising items which indicated local textual comprehension and the other comprising items which covered a more global understanding of the poem. Such a two-factor structure reflects our theoretical assumptions concerning the comprehension process. These results indicate that our test is suitable for measuring literary text comprehension competence. Future work will concentrate on refining the test and on developing our approach to modelling text comprehension further with a view to offering a conceptualisation of text comprehension competence relevant for teacher training as well as teaching practice in schools.

Citation Information

Quantitative Ansätze in den Literatur- und Geisteswissenschaften

Systematische und historische Perspektiven

Edited by Bernhart, Toni / Willand, Marcus / Richter, Sandra / Albrecht, Andrea

De Gruyter

2018

Pages: 149–172

ISBN (Online): 9783110523300

DOI (Chapter): https://doi.org/10.1515/9783110523300-007

DOI (Book): https://doi.org/10.1515/9783110523300

Comments (0)

Please log in or register to comment.
Log in