Verbal Evidence of Task-Related Strategies in EFL: Children and Adult Interactions

Autor/in	Azpilicueta-Martínez, Raúl
Titel	Verbal Evidence of Task-Related Strategies in EFL: Children and Adult Interactions
Quelle	In: International Journal of English Studies, 20 (2020) 3, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	English (Second Language); Second Language Learning; Task Analysis; Age Differences; Adults; Native Language; Spanish; Comparative Analysis; Language Proficiency; Interpersonal Communication; Elementary School Students; Adult Students; Communication Problems; Discourse Analysis; Learning Strategies; Metacognition; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Aufgabenanalyse; Age; Difference; Age difference; Altersunterschied; Spanisch; Language skill; Language skills; Sprachkompetenz; Interpersonale Kommunikation; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kommunikationsbarriere; Diskursanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Spanien
Abstract	The benefits of task-based interaction in Second Language Learning (SLL) have been made increasingly evident in the literature. However, unlike adult studies, only recently has interaction research on EFL children grown in popularity. Most children-based research has focused primarily on Negotiation of Meaning, while other age-related aspects, including a more comprehensive analysis of how adults and children perform and resolve tasks, remain relatively unexplored. This paper addresses this gap by analysing the similarities and differences in the task-related strategies of twenty children aged 8 and 9 and fourteen adult L1-Spanish EFL learners at low levels of competence in paired interaction. Results provide evidence of clear age-related differences, as adults were more consistent and approached the task in a more predictable and efficient fashion. Findings also point to task repetition as a key factor leading to a more successful performance in both groups, even more markedly in the case of children. (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01