Literaturnachweis - Detailanzeige
| Autor/in | Storch, Neomy |
|---|---|
| Titel | A classroom-based study: Insights from a collaborative text reconstruction task. |
| Quelle | In: ELT journal, 52 (1998) 4, S. 291-300 |
| Beigaben | Anmerkungen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0307-8337; 0951-0893 |
| Schlagwörter | Aktionsforschung; Didaktische Grundlageninformation; Fortgeschrittenenunterricht; Unterrichtsforschung; Grammatik; Sprachliche Korrektheit; Textproduktion; Fremdsprachenunterricht; Englischunterricht; Schreiben; Tertiärbereich |
| Abstract | The current literature on second language pedagogy promotes a return to some form of grammar instruction, and to tasks which 'push' learners to produce meaningful texts while paying attention to grammatical accuracy. Yet there seem to be few classroom-based studies which provide descriptive accounts of students' engagement in such tasks. The study reported here investigated how 30 tertiary ESL learners, at intermediate and advanced levels, engaged in a text reconstruction task. Based on Rutherford's (1987) 'propositional cluster', the task required learners to work in groups and reconstruct a text from given content words. The study investigated the type of grammatical items which caused them most concern, and the reasoning they used to arrive at grammatical decisions. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2000_(CD) |
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