The Effects of Meaning-Focused Pre-Tasks on Beginning-Level L2 Writing in German: An Exploratory Study

Autor/inn/en	Abrams, Zsuzsanna; Byrd, David R.
Titel	The Effects of Meaning-Focused Pre-Tasks on Beginning-Level L2 Writing in German: An Exploratory Study
Quelle	In: Language Teaching Research, 21 (2017) 4, S.434-453 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168815627383
Schlagwörter	German; Second Language Learning; English (Second Language); Second Language Instruction; Language Research; Prewriting; Introductory Courses; Language Fluency; Accuracy; Grammar; Writing Instruction; Comparative Analysis; Task Analysis; Linguistic Performance; Syntax; Statistical Analysis; Undergraduate Students; Writing Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Deutscher; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sprachforschung; Einführungskurs; Language skill; Language skills; Sprachkompetenz; Grammatik; Schreibunterricht; Aufgabenanalyse; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Most studies on task-based language learning focus on the oral performance of advanced level learners of English as a second language (ESL), while little research examines the written performance of beginning language learners in non-ESL contexts. This exploratory study aims to address this gap, by examining the effect of pre-writing tasks on second language (L2) writing among 24 first-semester learners of German. One group completed collaborative, meaning-focused pre-writing tasks, while the comparison group completed grammar-focused activities, also in pairs. In line with task-based language research, learners' performance was analysed in terms of complexity, accuracy, fluency, and lexical richness, as well as a global measure of quality, to reflect the multi-componential nature of L2 performance. The results suggest that collaborative, meaning-focused pre-writing tasks improved grammatical accuracy and lexical richness, as well as the overall quality of learners' writing. The findings also offer insights into the effectiveness of using CAF and measures of communicative adequacy for analysing beginning L2 performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01