Developing L2 Productive Language Skills Online and the Strategic Use of Instructional Tools

Autor/in	Payne, J. Scott
Titel	Developing L2 Productive Language Skills Online and the Strategic Use of Instructional Tools
Quelle	In: Foreign Language Annals, 53 (2020) 2, S.243-249 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12457
Schlagwörter	Second Language Learning; Second Language Instruction; Online Courses; Instructional Design; Scaffolding (Teaching Technique); Teaching Methods; Expressive Language; Self Efficacy; Task Analysis; Difficulty Level; Cognitive Ability; Video Technology; Computer Mediated Communication; Speech Communication; Learning Strategies; Skill Development + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Aufgabenanalyse; Schwierigkeitsgrad; Denkfähigkeit; Computerkonferenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Sequencing language production activities based on the inherent cognitive load of each activity type can improve student performance and self-efficacy on high cognitive load language tasks like conversational speech (either face-to-face or via video chat). This ordering according to cognitive difficulty can scaffold learners in their development of second language (L2) productive skills. This article provides a research-based rationale for this approach and includes several practical suggestions for how to design a rigorous and engaging online language course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01