cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Kharis
Contact Email
linguatranslation4@gmail.com
Phone
+6285643439796
Journal Mail Official
linguatranslation4@gmail.com
Editorial Address
https://proceedings.nexuspublishing.org/index.php/iconels/about/editorialTeam
Location
Kota malang,
Jawa timur
INDONESIA
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS)
Published by Nexus Publishing NXP
ISSN : -     EISSN : 3064433X     DOI : https://doi.org/10.63011/
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) is an annual international event organized by the German Literature Department at Universitas Negeri Malang. Its primary goal is to provide a platform for educators, researchers, and students in pedagogy, language, literature, and German Studies (DaF) to share and exchange experiences. The conference emphasizes the complex interactions between education, language, literacy, and literary studies, highlighting the global significance of literacy in various forms, and aims to advance the fields of German Studies and DaF.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 53 Documents
 2   3   4   5   6 
Metacognitive Strategies in Reading Instruction for German Language Learners– a Literature Review Dewi Kartika; Primardiana Hermilia Wijayati; Dudy Syafruddin; Abdul Kasim Achmad
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v2i1.96

Abstract

This literature review investigates the use of metacognitive strategies—planning, monitoring, and evaluating—to support reading comprehension among B1-level learners of German as a Foreign Language (GFL). In the Indonesian educational context, limited exposure to authentic German texts and linguistic differences often hinder learners’ ability to understand complex written materials. Metacognitive strategies offer a structured approach to help learners manage their reading processes, build autonomy, and engage more deeply with texts. The review highlights how these strategies can be integrated into reading instruction through pre-reading (goal setting and text prediction), while-reading (clarifying and self-questioning), and post-reading (reflection and summarization) activities. However, the implementation of metacognitive instruction faces challenges, including low student awareness, limited teacher preparation, and a strong focus on exam-based outcomes in classrooms. To overcome these barriers, the paper advocates for sustained, explicit instruction and teacher training that embeds strategic reading into regular classroom practice. It also calls for curriculum and assessment reforms that value process-oriented reading. Ultimately, fostering metacognitive awareness equips learners not only to improve comprehension but also to become more self-regulated, reflective, and confident language users in the long term.
Documentation of Low-Resource Languages in Southern China in the Digital Era：Interdisciplinary Fieldwork, Practice, and Values He, Yancheng; Zhiwei Xu
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v2i1.97

Abstract

In the digital era, documenting low-resource languages in Southern China, especially minority and endangered languages in Southwest China, is of great significance. These languages, embodying distinctive cultural heritages and cognitive systems, are under threat from language shift and modernization. Rooted in documentary linguistics—a newly born and still growing field dedicated to comprehensively documenting languages through digital media technologies for dynamic recording, long-term preservation, and easy accessible dissemination—for about two decades, we have conducted a couple of projects in documenting several languages or dialects of the Tai-Kadai family, utilizing interdisciplinary fieldwork to preserve linguistic data and cultural heritages embedded in these languages, thus obtaining some achievements in language preservation and revitalization, enriching global linguistic diversity and cultural heritage. This comprehensive interdisciplinary approach, aligned with documentary linguistics’ methodologies of participatory recording and cross-disciplinary data integration, not only comprehensively documents language data but also integrates diverse cultural knowledge, bridging the gap between linguistics and other disciplines. It provides a new model for low-resource language documentation, highlighting the value of preserving linguistic and cultural diversity, and offers essential data for language preservation and research, cultural inheritance, and community development.
Immediacy and Distance: Koch, Oesterreicher, and Digital Communication between Orality, Literacy, and Mediality Laser, Bjoern
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v2i1.99

Abstract

The digital era has brought with it a wealth of ever new modes of communication, media formats, and communication spaces. In German speaking countries the distinction of “language of immediacy” and “language of distance” is frequently used to explain certain linguistic and semiotic features of digital communication. This follows a concept first published in 1985 by German Romance philologists Peter Koch and Wulf Oesterreicher, the core idea being that the question of written or spoken language is not only a matter of code but also of conception, and that the manifest features of communicative acts depend on the conditions of communication. This paper aims to introduce the concept and to explain why it seems to be ubiquitous in German speaking contexts, but is little known internationally. It connects the Koch-Oesterreicher-model to the similar works of Douglas R. Biber, discusses its limitations regarding affordances in digital environments, and finally shortly asks for its relevance in language didactics and especially foreign language teaching.

Page 6 of 6 | Total Record : 53

 2   3   4   5   6 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital Vol. 1 No. 1 (2024): Bridging Borders: Education, Language, Literature, and Culture on SDGs Awarenes