Literaturnachweis - Detailanzeige
| Autor/in | Siegel, Joseph |
|---|---|
| Titel | A Pedagogic Cycle for EFL Note-Taking |
| Quelle | In: ELT Journal, 70 (2016) 3, S.275-286 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0951-0893 |
| DOI | 10.1093/elt/ccv073 |
| Schlagwörter | Notetaking; English (Second Language); English Instruction; Scaffolding (Teaching Technique); Teaching Methods; Classroom Techniques; Pretests Posttests; College Students; Instructional Effectiveness; Questionnaires; English Language Learners; Foreign Countries; Japan |
| Abstract | More attention has been given to note-taking in EFL classrooms in recent years, probably due to growing numbers of EFL students who attend lectures given in English and the importance of note-taking during language proficiency tests. While textbooks and materials for note-taking practice are readily available, classroom techniques for teaching EFL note-taking abilities are far less abundant. To address the gap in EFL pedagogy, this study investigated a scaffolded, step-by-step instructional cycle for EFL note-taking, beginning with decisions about what, when, and how to record information in conjunction with a formal outline format during lecture listening. Eighty-seven intermediate-level Japanese university EFL learners completed pre- and post-instruction note-taking tasks and a questionnaire related to the instruction. Findings showed that learners recorded more information units and adopted a more visually accessible note-taking format following the instruction. Moreover, they viewed the pedagogical cycle as practical and beneficial. (As Provided). |
| Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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