Literaturnachweis - Detailanzeige
| Autor/inn/en | Absalom, Matthew; Rizzi, Andrea |
|---|---|
| Titel | Comparing the Outcomes of Online Listening versus Online Text-Based Tasks in University Level Italian L2 Study |
| Quelle | In: ReCALL, 20 (2008) 1, S.55-66 (12 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0958-3440 |
| DOI | 10.1017/S0958344008000517 |
| Schlagwörter | Vocabulary Development; Italian; Second Language Learning; Computer Assisted Instruction; Foreign Countries; Comparative Analysis; Listening Skills; Student Motivation; Task Analysis; Second Language Instruction; Australia |
| Abstract | In this paper, we describe an initial exploratory study designed to compare the outcomes of online listening and online text-based tasks in the context of the study of Italian at The University of Melbourne. Our findings allow us to characterise online listening and online reading as a qualitative difference between deep and surface approaches to learning. Online listening seems to promote an integrative orientation and heighten students' desire to deconstruct and understand texts. There also appears to be higher vocabulary acquisition and knowledge retention with online listening tasks. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=REC |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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