Literaturnachweis - Detailanzeige
| Autor/in | Gonulal, Talip |
|---|---|
| Titel | Collaborative Dialogue in LCTLs: A Case Study of Turkish as a Foreign Language |
| Quelle | In: Applied Language Learning, 32 (2022) 1, S.40-58 (19 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1041-679X |
| Schlagwörter | Turkish; Second Language Learning; Second Language Instruction; Grammar; Collaborative Writing; Uncommonly Taught Languages; Dialogs (Language); Teaching Methods; Writing Instruction; Morphemes; Feedback (Response); Teacher Student Relationship; Undergraduate Students; Scaffolding (Teaching Technique) |
| Abstract | The beneficial role of collaborative dialogue in second language (L2) writing has been established, with considerable research investigating the role that collaborative writing tasks play in facilitating language learning by promoting language-related episodes (LREs). However, when compared to that of commonly taught languages, research investigating the role and function of collaborative dialogue in less commonly taught languages (LCTLs) contexts is scarce. Therefore, this study explored the collaborative dialogues in an LCTL, Turkish as a Foreign Language (TFL), with a focus on the TFL students' interactional dynamics (i.e., LREs and scaffolding patterns) during collaborative writing activities. The interactions of two fourth year TFL students during the collaborative revision activities were analyzed for LRE types and scaffolding patterns. The results indicated that the TFL students focused more on grammatical structures than on lexical items during LREs. Specific grammatical features of Turkish (e.g., definite and indefinite past tense suffixes, case markers) dominated the grammatical LREs. Moreover, the results revealed that students adopted three different stances (i.e., expert/novice, expert/expert, and novice/novice) during collaborative dialogues, with expert/novice being the most common. Additionally, the TFL students clearly expressed the need for, and importance of, teacher-fronted feedback and comments in LCTLs contexts. (As Provided). |
| Anmerkungen | Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage- |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
