Supporting State-Approved Materials with the Values Clarification Task

Autor/in	Manning, Shaun J.
Titel	Supporting State-Approved Materials with the Values Clarification Task
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 50 (2019) 2, S.333-340 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216684284
Schlagwörter	English (Second Language); Middle School Students; Foreign Countries; English Teachers; Self Expression; After School Education; Values Clarification; National Curriculum; Textbooks; Second Language Learning; Student Attitudes; Learner Engagement; South Korea (Seoul) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Ausdruck; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Wertbewusstsein; Textbook; Text book; Schulbuch; Lehrbuch; Zweitsprachenerwerb; Schülerverhalten
Abstract	Many teachers in Asian EFL situations report difficulties integrating communicative tasks into their classrooms. This study reports on an innovation in which opinion gap tasks were used to support the regular classwork of a middle school English class in Seoul, South Korea. The task had to reflect the learning objectives of the state-mandated textbook while encouraging students to speak up and express their opinions. The classroom teacher wanted to ensure students who had pre-studied the materials at after-school classes would still be engaged with the task. A values clarification (VC) task was developed for this purpose. This study reports how the VC task performance reflects the types of talk theorized to benefit language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01