Teaching repetition as a communicative and cognitive tool: evidence from a Spanish conversation class.

Autor/inn/en	Roebuck, Regina F.; Wagner, Lisa C.
Titel	Teaching repetition as a communicative and cognitive tool: evidence from a Spanish conversation class.
Quelle	In: International journal of applied linguistics, 14 (2004) 1, S. 70-89Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch; spanische Zitate
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1473-4192
DOI	10.1111/j.1473-4192.2004.00054.x
Schlagwörter	Kognitives Lernen; Methodik; Unterrichtsforschung; Hören; Diskursanalyse; Kommunikative Kompetenz; Kommunikativer Ansatz; Sprechen; Zweitsprachenerwerbsforschung; Wiederholung
Abstract	The development of conversational abilities in the second language depends upon the appropriation of both cognitive and communicative skills, in addition to overall linguistic improvement. In terms of needed skills, speaking is often considered at the expense of listening, which has long been thought of as a passive exercise. However, listening and speaking must be developed together as active discursive practice, that is, in the same way in which they are used in conversation. The focus of the reported project is to investigate whether or not students can be taught to use a specific linguistic tool, a feature of private speech known as repetition, as a cognitive and communicative resource in order to facilitate their interactions with other learners. Analysis of students' production in several different classroom tasks suggests that learners are able to use repetition for a number of communicative and cognitive functions, in response to instruction and extended practice. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2023/1