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‘Stop Measuring Black Kids with a White Stick’: Translanguaging for Classroom Assessment
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| 2 |
Translating translanguaging into our classrooms: Possibilities and challenges
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Translating translanguaging into our classrooms: possibilities and challenges
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| 5 |
Can print literacy impact upon learning to speak Standard Australian English?
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| 6 |
Teaching English as an Additional Language or Dialect to Young Learners in Indigenous Contexts
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| 7 |
The effect of task complexity in dialogic oral production by Indonesian EFL learners
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Abstract:
In EFL settings opportunities to practice meaningful use of English are often limited and this is the case in Indonesia \ the context of the current study - where teachers often favor traditional approaches to language learning. To address this, task based approaches to language teaching are being promoted internationally as a way to provide opportunities for language learning. This is because the use of tasks in an EFL classroom context provides learners with learning activities that reflect real life situations and language is used by learners in ways that are facilitative of their second language acquisition. However, many English language teachers are unsure of which tasks and tasks conditions are best for their learners. Informed by the Cognition Hypothesis (Robinson, 2001a, 2001b, 2003, 2005, 2007), this study investigates the effect of manipulating different task conditions, namely planning time and the number of elements on L2 learner performance of dialogic tasks, as measured by complexity, accuracy and fluency (CAF). 52 Indonesian learners of English performed four tasks, each involving different task conditions. The results only partially support the predictions of the Cognition Hypothesis. However, they do provide directions for teachers about how to use tasks to potentially promote learners' language performance in terms of complexity, accuracy and fluency.
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URL: http://hdl.handle.net/20.500.11937/70190
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| 8 |
Describing the acquisition of the passive voice by a child learner of Japanese as a second language from a Processability Theory perspective
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In: Research outputs 2014 to 2021 (2018)
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| 9 |
Teaching English as an additional language or dialect to young learners in Indigenous contexts
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| 10 |
Translanguaging on Facebook: Exploring Australian aboriginal multilingual competence in technology-enhanced environments and its pedagogical implications
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| 11 |
Children working it out together: A comparison of younger and older learners collaborating in task based interaction
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| 12 |
Review of child Second Language Aquisition (SLA): Examining Theories and Research
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| 13 |
Vietnamese TESOL teachers' cognitions and practices: Developing learner centred learning
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| 15 |
Theory, empiricism and practice: Commentary on TBLT in ARAL 2016
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| 17 |
Rehearsing, conversing, working it out: second language use in peer interaction ...
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| 18 |
Children working it out together:a comparison of younger and older learners collaborating in task based interaction
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| 19 |
Theory, empiricism and practice:Commentary on TBLT in ARAL 2016
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| 20 |
Children working it out together: A comparison of younger and older learners collaborating in task based interaction
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In: Faculty of Social Sciences - Papers (2017)
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