Students transcribing tasks: Noticing Fluency, Accuracy, and Complexity

Autor/inn/en	Stillwell, Christopher; Curabba, Brad; Alexander, Kamsin; Kidd, Andrew; Kim, Euna; Stone, Paul; Wyle, Christopher
Titel	Students transcribing tasks: Noticing Fluency, Accuracy, and Complexity
Quelle	In: ELT Journal, 64 (2010) 4, S.445-455 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccp081
Schlagwörter	Goal Orientation; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Metacognition; Language Fluency; Grammar; Language Usage; Metalinguistics; Oral Language; Task Analysis + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Language skill; Language skills; Sprachkompetenz; Grammatik; Sprachgebrauch; Metalanguage; Metasprache; Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse
Abstract	Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for increased awareness and informed goal setting. Students can thus become researchers into their own language use, with their transcriptions offering teachers an efficient means of tracking their performances. This article shares findings gleaned from the implementation of a self-transcription activity that followed a poster presentation task, in which post-task reflection had the students assess their transcribed language according to simplified measures of fluency, accuracy, and complexity. In the closing, alternative means of adapting such work to suit a range of classroom conditions and purposes will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10