Zur Modellierung und Analyse von Lehr-Lerndialogen über das Schriftsystem

Abstract

In elementary reading and writing classes spoken and written word forms must be analyzed in their relationship to one another every day. Teachers and learners make meaning of this learning object by spoken and written language as a learning medium. In order to understand each other in such dialogs, interactants must find and establish a subject-specific, meaning-related language.

In the project Co-Constructions about the Writing System (KoKonS), we address the question of how such teaching-learning dialogs are structured in terms of subject matter and discourse, and which (subject) linguistic forms are used for the processes of understanding and comprehension. Based on the demands interactants have to cope with, we propose in this paper a model for analysing joint meaning making processes about the writing system (MAAuS). In MAAuS components of action are systematized along the dimensions of learning object, learning medium, and learning materials. Analysing a teaching sequence, we demonstrate the complexity of the research object and the usefulness of the categorical, qualitative analysis model.