Verena Schörkhuber Bücher

Die Studienarbeit beschäftigt sich mit dem Thema Lernautonomie im Kontext des Deutsch als Fremdsprache-Unterrichts. Sie wurde im Rahmen eines Proseminars an der Universität Wien verfasst und erhält eine Note von 1,5. Die Arbeit analysiert Ansätze und Methoden, um die Selbstständigkeit von Lernenden zu fördern und bietet praxisnahe Empfehlungen zur Verbesserung der Lernberatung. Durch die Auseinandersetzung mit theoretischen Grundlagen und praktischen Beispielen wird ein Beitrag zur Weiterentwicklung von Lehr- und Lernprozessen im DaF-Bereich geleistet.

Metafiction serves as a central theme in J. M. Coetzee's Foe, a reimagining of Defoe's Robinson Crusoe. The paper explores the interplay between postcolonialism and postmodernism within Coetzee's narrative, providing definitions and origins of metafiction while examining its broader functions. A detailed analysis focuses on how Coetzee deconstructs the Crusoe myth, revealing the underlying discourse of power that shapes the text. This examination highlights the complexities of storytelling and authorship in a postcolonial context.

Focusing on American literature, this seminar paper delves into critical analyses and interpretations relevant to the subject. Written in 2008 at the University of Vienna, it showcases high academic standards, earning a top grade. The work reflects on significant themes and literary techniques, contributing to a deeper understanding of American literary traditions. Through detailed examination, the paper aims to enhance appreciation for the complexities within the genre, making it a valuable resource for students and scholars alike.

Focusing on the pedagogical approach to extensive reading in language education, the essay explores its similarities to pleasure reading and sustained silent reading. It begins with a definition of extensive reading and contrasts it with intensive reading. The author discusses principles from Day & Bamford that guide the implementation of extensive reading in classrooms. Additionally, the paper examines key factors for successful extensive reading programs, including the necessity of feedback projects and the teacher's role in facilitating the process.

Focusing on the impact of input quality in second language acquisition (SLA), this essay explores how modified input and negotiated interaction influence learners' comprehension abilities. It reviews key theories, including Krashen's Input Hypothesis and Long's Interaction Hypothesis, and suggests that Foreigner Discourse modifications can enhance SLA. The paper also examines various studies on the relationship between modified and unmodified input, notably those by Long and Gass & Varonis, while acknowledging the limited scope of the literature reviewed.

Focusing on the adventure novel "Holes" by Louis Sachar, this lesson plan offers innovative teaching strategies suitable for students in their fourth or fifth year of learning English. It includes engaging exercises and activities, such as creating wanted posters and conducting telephone conversations with the author, designed to enhance literature studies in the classroom. The approaches outlined can also be adapted for other literary works, making it a versatile resource for educators in the field of English language teaching.

Focusing on gender representation in tragedy, this paper examines the competing portrayals of heroism in Shakespeare's Macbeth and Antony and Cleopatra. It introduces feminist criticism related to Shakespeare and explores significant examples of gender dynamics within these two premodern tragedies. The analysis aims to highlight how these works reflect and challenge contemporary views of masculinity and femininity, providing insights into the complexities of gender roles in the context of late medieval and early modern literature.