The Quantity and Quality of Language Practice in Typical Interactive Pair/Group Tasks

Autor/inn/en	Collins, Laura; White, Joanna
Titel	The Quantity and Quality of Language Practice in Typical Interactive Pair/Group Tasks
Quelle	In: TESL Canada Journal, 31 (2014), S.47-67 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Grade 6; French Canadians; Task Analysis; Teaching Methods; Grammar; Form Classes (Languages); Groups; Intensive Language Courses; Phrase Structure; Computational Linguistics; Native Language; Language Teachers; Foreign Countries; Verbs; Semantics; Interviews; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; School year 06; 6. Schuljahr; Schuljahr 06; Frankokanadier; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Analytischer Sprachbau; Intensivkurs; Sprachkurs; Phrasenstruktur; Linguistics; Computerlinguistik; Language teacher; Sprachunterricht; Ausland; Semantik; Interviewing; Interviewtechnik; Kanada
Abstract	This article reports on a study examining the language practice opportunities that occurred during a range of paired and small group interactive tasks in an intensive English as a Second Language (ESL) class of francophone Grade 6 students. The analysis focussed on the opportunities the tasks provided for the use of two complex and challenging forms (the simple past and the possessive determiners his/her) by these learners. We examined both the quantity and the quality of the contexts for the two target forms within the tasks, and whether particular task types or task features were associated with more or richer practice for the forms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01