A Paraphrasing Game for Intermediate EFL Learners

Autor/in	McLeod, Aida Koçi
Titel	A Paraphrasing Game for Intermediate EFL Learners
Quelle	In: English Teaching Forum, 58 (2020) 3, S.38-41 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-663X
Schlagwörter	Leitfaden; Unterricht; Lehrer; Game Based Learning; Educational Games; Language Proficiency; English (Second Language); Second Language Learning; Second Language Instruction; Reading Comprehension; Vocabulary Development; Electronic Learning; Language Processing; Cues + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Educational game; Lernspiel; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Wortschatzarbeit; Sprachverarbeitung; Stichwort
Abstract	Paraphrasing is a productive exercise for students at the intermediate level because it develops capability in both directions: the cognitive capability to comprehend and the linguistic capability to express ideas autonomously--that is, without needing to copy from the original or from a model. However, for students at this level, paraphrasing is a difficult and high-level skill. There is no short path to the goal of building up the necessary cultural background knowledge and world-context perspective that nonnative-speaker learners lack. One effective method is to use quality resources carefully chosen to be relatable for the age group, in a cycle of patient and regular exposure (typically presentation by the teacher), discussion, and explanation. To implement this idea, the author developed an interactive paraphrasing game that she uses for a portion of every lesson, usually as a warmup activity. The game has three levels: single words, then single sentences, and finally paragraphs. It can be played orally or with written responses. The content focus and the difficulty level can be controlled by the teacher, according to the students' level of English and their moment on the timeline of their learning. (ERIC).
Anmerkungen	US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://americanenglish.state.gov/english-teaching-forum-0
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01