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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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МЕТОДЫ КОНТРОЛЯ ЗНАНИЙ ПО ИНСТРАННОМУ ЯЗЫКУ У СТУДЕНТОВ, ОБУЧАЮЩИХСЯ ПО МЕТОДИКЕ CLIL ... : METHODS OF FOREIGN LANGUAGE PERFORMANCE ASSESSMENT IN STUDENTS PARTICIPATING IN CLIL ...
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The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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Совместная работа студентов экономических направлений при изучении профессионально-ориентированной и общенаучной лексики в формате CLIL ...
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Some evidence of the development of L2 reading-into-writing skills at three levels
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Developing rubrics to assess the reading-into-writing skills: a case study
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Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task
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In: Graduate Theses and Dissertations (2015)
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Using form-focused tasks to integrate language across the immersion curriculum
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In: http://www.sciencedirect.com/science/article/pii/S0346251X14001651?via%3Dihub (2015)
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Pushed Output and Noticing in a Dictogloss: task Implementation in the CLIL Classroom
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 22, 2014, pags. 7-22 (2014)
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Abstract:
This study investigates the role of output tasks in noticing a certain target form upon receiving subsequent input. Sixteen adolescent learners from an intact CLIL classroom carried out a multi-stage dictogloss task collaboratively and individually. They followed the usual steps in this type of task (listen and jot down key words, text reconstruction). Then they listened to the text once again and compared it with their production. The study revealed that (a) pushed output affects noticing in subsequent input and provides learners the opportunity to notice formal aspects of language and (b) pairs working in collaboration did not obtain better results ; El presente estudio investiga cómo una tarea productiva puede promover la atención a la forma al recibir input tras dicha producción. Dieciséis aprendices adolescentes llevaron a cabo una dictoglosia en varios pasos de forma colaborativa e individual de la siguiente forma: escucharon un texto y anotaron palabras clave, reconstruyeron el texto; volvieron a escuchar el texto y lo compararon con su producción escrita. Los resultados revelaron que (a) la producción y consiguiente input son beneficiosos, dado que los aprendices dirigieron su atención a aspectos formales de la lengua; (b) los alumnos que trabajaron en grupo no obtuvieron mejores resultados
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Keyword:
Aprendizaje integrado de contenidos y lengua (AICLE); ciclo de producción- recepción; collaborative tasks; Content and Language Integrated Learning (CLIL); dictoglosia y atención; dictogloss and noticing; output-input cycle; tareas colaborativas
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=4772672
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Las tareas en el aprendizaje integrado de educación física y lengua extranjera (AICLE) : determinación de las características de las tareas mediante el análisis del diario de clase
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'Think and Discuss': Disseny de tasques per a la construcció de competències discursives a l'aula AICLE de matemàtiques. Un estudi de cas
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Language learning through tasks in a content and language integrated learning (CLIL) science classroom ; Aprendizaje por tareas de lenguas extranjeras en la clase de ciencias a travé del AICLE
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Language Learning through Tasks in a CLIL Science Classroom
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Differences in Written Discourse in Independent and Integrated Prototype Tasks for Next Generation TOEFL
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