Pig in the Middle? Effects of Mediating Tasks on Cognitive Processing of Text.

Autor/inn/en	Allison, Desmond; und weitere
Titel	Pig in the Middle? Effects of Mediating Tasks on Cognitive Processing of Text.
Quelle	(1994), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Class Activities; Classroom Techniques; Cognitive Processes; College Freshmen; College Students; Comparative Analysis; English (Second Language); Foreign Countries; Higher Education; Language Processing; Language Research; Oral Language; Reading Comprehension; Second Language Instruction; Second Language Learning; Written Language + Suchen Sie Ihr Suchwort? Klassenführung; Cognitive process; Kognitiver Prozess; Studienanfänger; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachverarbeitung; Sprachforschung; Oral interpretation; Mündlicher Sprachgebrauch; Leseverstehen; Fremdsprachenunterricht; Zweitsprachenerwerb; Geschriebene Sprache
Abstract	This study of second language learning investigated the effects of a written reading comprehension exercise and an oral discussion activity as alternative tasks mediating between a written text and learners' summaries of the text. Subjects were 80 University of Hong Kong freshmen, randomly assigned to three groups. Each group was provided a reading text and asked to write a summary of it, including an evaluation of two main points. Two of the groups were also asked to perform a mediating task (one group an oral task and one group a written task) before writing the summary. Summaries were graded by six native speakers of English for grammar, spelling, and vocabulary usage. Evaluators looked for indications of dependency on the text, including exact and near copies of text and paraphrasing. Results show the overall, control group (no mediating task) achieved higher scores on the summaries than the written mediating task group, which in turn scored higher than the oral mediating task group. The control group also appears to have depended more on the original text in writing a summary; none relied heavily on paraphrasing, and the oral mediating task group was the most able to put ideas into its own words. Three appendixes contain the text used in the study, the reading exercise, and "idea units." Contains 19 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC