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首页> 外文期刊>International Journal of Bilingual Education and Bilingualism >Impact of task modality on collaborative dialogue among plurilingual learners: a classroom-based study
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Impact of task modality on collaborative dialogue among plurilingual learners: a classroom-based study

机译:任务方式对多语学学习者协作对话的影响:基于课堂的研究

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摘要

Despite a growing amount of research on collaborative dialogue during task performance, little attention has been given to the occurrence of collaborative dialogue across task modality and its impact on language development. To expand our current understanding of task modality effects on learning opportunities, we examined the process of engaging in collaborative dialogue, operationalized as language-related episodes (LREs), during the oral and written modalities of two decision-making tasks and subsequent language development. Five dyads composed of Spanish (L1) - English (L2) bilingual students learning French (L3) completed two decision-making tasks, each containing oral and written components. LREs were coded in terms of type (lexis-based, form-based), resolution (learner-learner correctly resolved, learner-teacher correctly resolved, incorrectly resolved, or unresolved), and first language use. Tailor-made posttests were created based on LREs to measure language development. Findings indicate a higher percentage of lexis-based LREs, which were more salient during the oral modality. Accuracy scores on posttests suggest that LREs promote target language development.
机译:尽管在任务绩效期间对协作对话产生了越来越多的研究,但在任务方式和对语言开发的影响时,已经对跨对话的影响很少。为了扩大我们目前对学习机会的任务方式影响的理解,我们检查了在两个决策任务的口头和书面方式和后续语言开发的口头和书面方式期间聘请与语言相关的情节(LRES)进行协同对话的过程。五个二元由西班牙语(L1) - 英语(L2)双语学生学习法语(L3)完成了两个决策任务,每个任务包括口头和书面组成部分。 LRE在类型(基于lexis,表格)的方面编码,分辨率(学习者 - 学习者正确解决了,学习者 - 教师正确解决,错误地解决或未解决)以及第一语言使用。根据LRES创建量身定制的后视,以测量语言开发。结果表明,基于lexis的LRE百分比,在口腔态中更加突出。 Posttests上的准确性评分表明LRE促进了目标语言开发。

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