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Self-regulated cooperative EFL reading tasks: students' strategy use and teachers' support

机译:自我调节的合作式EFL阅读任务:学生的策略运用和老师的支持

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The ADEQUA research project has gained empirical evidence on how the situationally adequate use of learning strategies can be facilitated during cooperative reading tasks in the EFL (English as a foreign language) classroom. Two video studies were conducted with ninth-grade EFL learners in German schools: the first (laboratory) study investigated the students' use of strategies while working in dyads and without teacher support on a given task. The second study, a field study, focused on teachers' actions to support their students while working on a series of tasks in their regular classrooms. In this paper, we present the findings from a specific subsample of students (n = 30 from the first study and n = 228 from the second one), focusing on (1) the extent to which the students employed specific strategies adequately and successfully, and (2) the types of support actions taken by the teachers and to what extent these actions facilitated the students' strategy use. The microanalytic approach adopted here allows us to identify those strategies which especially appear to require a teacher's support in order to be employed more adequately and successfully. Furthermore, by distinguishing between teachers' support actions which are more versus less conducive to self-regulation and facilitating students' strategy use, we are able to provide recommendations on how to fine-tune teachers' assistance.
机译:ADEQUA的研究项目已经获得了经验证据,表明在EFL(英语作为外语)教室中的合作阅读任务中如何促进情境适当地使用学习策略。在德国学校对9年级的EFL学习者进行了两项视频研究:第一项(实验室)研究调查了在二元组中工作并且在没有老师支持的情况下学生对策略的使用情况。第二项研究是一项现场研究,其重点是教师在常规教室中完成一系列任务时支持学生的行为。在本文中,我们介绍了特定学生子样本(第一项研究中的n = 30,第二项研究中的n = 228)的发现,重点是(1)学生充分,成功地采用特定策略的程度, (2)教师采取的支持行动的类型以及这些行动在多大程度上促进了学生的策略运用。此处采用的微观分析方法使我们能够识别那些尤其需要教师支持才能更充分,更成功地采用的策略。此外,通过区分比较有利于自我调节和有利于学生运用策略的教师支持行动,我们能够提供有关如何微调教师协助的建议。

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