Focus on Language versus Content in the Pre-Task: Effects of Guided Peer-Video Model Observations on Task Performance

Autor/inn/en	Van de Guchte, Marrit; Rijlaarsdam, Gert; Braaksma, Martine; Bimmel, Peter
Titel	Focus on Language versus Content in the Pre-Task: Effects of Guided Peer-Video Model Observations on Task Performance
Quelle	In: Language Teaching Research, 23 (2019) 3, S.310-329 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168817735543
Schlagwörter	Second Language Learning; Second Language Instruction; Oral Language; Grammar; Grade 9; German; Video Technology; Course Content; Accuracy; Outcomes of Education; Phrase Structure; Teaching Methods; Task Analysis; Learning Activities; Peer Teaching; Modeling (Psychology); Communicative Competence (Languages); Secondary School Students; Language Usage; Language Tests; Foreign Countries; Correlation; Netherlands + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Grammatik; School year 09; 9. Schuljahr; Schuljahr 09; Deutscher; Kursprogramm; Lernleistung; Schulerfolg; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Lernaktivität; Peer group teaching; Peer Group Teaching; Modeling; Modelling; Modellierung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sekundarschüler; Sprachgebrauch; Language test; Sprachtest; Ausland; Korrelation; Niederlande
Abstract	The present experimental study examined whether a different focus during a pre-task planning observation task affects learners' subsequent oral task performance. Forty-eight ninth-grade students learning German as a foreign language were randomly assigned to two different planning conditions: video observations with a focus on language (FonL) and video observations with a focus on content (FonC). With a communicative oral task we measured the effects on oral task performance, in terms of attempted (accurate) use of the target structure and complexity, in terms of number of words, subordination and coordination. In addition we investigated whether there was a trade-off between attempted (accurate) use of the target structure and complexity. Results showed that the focus of the observations at the pre-task stage did indeed lead to different outcomes: students in the language condition used the grammatical target structure more often and more accurately, whereas students of the content condition generated more coordinate and subordinate clauses. Trade-offs were found between attempted (accurate) use of the target structure and the use of subordinate clauses. These findings imply that, depending on the purposes of the lesson, the observation of peer-model videos with different planning foci can be effectively used to promote (accurate) use of targeted grammatical structures and improve complexity during subsequent task performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01