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Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language
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Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner-Generated Content in Instructional Task Design
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Abstract:
© National Federation of Modern Language Teachers Associations This study investigates learner engagement in pedagogic task performance by triangulating multiple sources of data to gain insight into the cognitive and affective processes that take place on a range of tasks and how they engage learners of different target languages. The study provides a detailed analysis of 4 learners’ second language (L2) performance (2 first language [L1] Japanese learners of English; 2 L1 Japanese learners of Chinese). All learners completed an identical set of 12 communication tasks in 3 discourse genres (instruction, narrative, and opinion) in a learner-generated (LGC) and teacher-generated content (TGC) condition. The performances were followed by immediate stimulated video recalls and questionnaires on perceived levels of anxiety and motivation during each task. Triangulation of these data sources revealed that both the English and Chinese learners were more socially and emotionally engaged in LGC tasks than in TGC tasks and that this engagement was associated with more fluent and accurate, but less complex, speech. The difference between the Chinese and English learners was in their self-reported preferences and levels of anxiety and motivation while performing the tasks in the respective conditions. Based on the learners’ background profiles, this difference in subjective response to the tasks is attributed to previous experience with formal L2 instruction.
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Keyword:
Education & Educational Research; FLOW; L2 pragmatics; language learner engagement; learner-generated content; Linguistics; REPETITION; Social Sciences; task-based language learning; teaching Chinese as a foreign language; teaching English as a foreign language
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URL: http://hdl.handle.net/20.500.11937/80704
https://doi.org/10.1111/modl.12560
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Students' Perceptions of the Use of Video Recording in Additional Language Oral Assessments
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The retention of year 11/12 Chinese in Australian schools: A relevance theory perspective
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The elasticity of I think: Stretching its pragmatic functions
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The missing puzzle piece in translation pedagogy: Adaptive and elastic competence
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