Strategy Training in a Task-Based Language Classroom

Autor/inn/en	Lai, Chun; Lin, Xiaolin
Titel	Strategy Training in a Task-Based Language Classroom
Quelle	In: Language Learning Journal, 43 (2015) 1, S.20-40 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.681794
Schlagwörter	Second Language Learning; Second Language Instruction; Learning Strategies; Task Analysis; Teaching Methods; Classroom Techniques; Schemata (Cognition); Student Attitudes; Attitude Change; Outcomes of Education; Educational Environment; Online Courses; Chinese; Instructional Effectiveness; High School Students; Asynchronous Communication; Course Descriptions; Control Groups; Experimental Groups; Learning Experience; Language Tests; Metacognition; Self Evaluation (Individuals); Language Fluency + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Cognition; Schema; Kognition; Schülerverhalten; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Online course; Online-Kurs; China; Chinesen; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kursstrukturplan; Lernerfahrung; Language test; Sprachtest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Language skill; Language skills; Sprachkompetenz
Abstract	Recent literature that examines the implementation of task-based language teaching (TBLT) in classroom settings has reported various challenges related to educational cultures, classroom management, teacher cognition and learner perceptions. To facilitate the smooth transition of TBLT from laboratory settings to classroom contexts, measures need to be taken to tackle these various challenges. The current study examined a semester-long learner training program that attempted to address some of the challenges at the learner level. Its findings--though indicative only--suggest that the learner training program could be effective in changing learners' perceptions about their own language learning, promoting greater learning outcomes and enhancing and/or maintaining good task performance over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01