Literaturnachweis - Detailanzeige
| Autor/inn/en | Abrams, Zsuzsanna I.; Byrd, David R. |
|---|---|
| Titel | The effects of pre-task planning on L2 writing: Mind-mapping and chronological sequencing in a 1st-year German class. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, (2016) 63, S. 1-12 |
| Beigaben | Anhang; Anmerkungen 3; Tabellen 6 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Lernen; Schreiben; Empirische Forschung; Lernen; Methodik; Aufgabenorientierung; Deutsch als Fremdsprache; Schreiben |
| Abstract | Grounded in scholarship on task-based language learning and second language (L2) writing, this quasi-experimental study examines the performance of 26 first-year learners of German on three written summary tasks with different levels of complexity. The first task served to establish a baseline for subsequent analyses. For the second and third tasks, participants completed either a mind-mapping pre-task or a chronological sequencing pre-task, using a counterbalanced design. All essays were analyzed for complexity, grammatical accuracy, fluency, lexical choice, lexical accuracy and propositional content. Results from non-parametric Friedman's ANOVAs indicated several significant differences between participants' performance on the baseline task compared to both treatments, but no significant differences between the pre-task types. Further analyses revealed significant correlations between the amount of ideas learners generated on the pre-task and on the subsequent writing tasks. These findings offer new insights into the role of pre-tasks in the L2 writing process, especially among first-year learners, a population in need of further study. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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