Learner-Generated Content and Engagement in Second Language Task Performance

Autor/inn/en	Lambert, Craig; Philp, Jenefer; Nakamura, Sachiko
Titel	Learner-Generated Content and Engagement in Second Language Task Performance
Quelle	In: Language Teaching Research, 21 (2017) 6, S.665-680 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168816683559
Schlagwörter	Second Language Learning; Task Analysis; Language Usage; Second Language Instruction; Learner Engagement; Affective Behavior; Individual Differences; English (Second Language); Majors (Students); Foreign Countries; Narration; Multivariate Analysis; Teaching Methods; Educational Planning; Undergraduate Students; Statistical Analysis; Language Tests; Japan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Aufgabenanalyse; Sprachgebrauch; Fremdsprachenunterricht; Affective disturbance; Active behaviour; Affektive Störung; Individueller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Multivariate Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsplanung; Statistische Analyse; Language test; Sprachtest
Abstract	This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which operated on learner-generated content and teacher-generated content respectively. Learner engagement in L2 use was measured in terms of behavioral, cognitive, and social components: behavioral engagement was measured in terms of effort and persistence in task completion; cognitive engagement in terms of attention to elaborating and clarifying content; and social engagement in terms of participants' affiliation in the discourse. Results indicate that tasks operating on learner-generated as opposed to teacher-generated content had positive effects on all aspects of engagement in L2 use during task performance. Furthermore, participants' affective responses to the respective conditions as reflected in a post-performance questionnaire corroborated the results for performance. This indicates that learners were also more affectively engaged in the performance of the tasks in the learner-generated content condition than they were in those in the teacher-generated content condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01