1 |
The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
|
|
|
|
In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
|
|
BASE
|
|
Show details
|
|
2 |
The perceived effectiveness of written peer feedback comments within L2 English academic writing courses
|
|
|
|
In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 14, Pp 247-271 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
3 |
Group cohesion and learning opportunities in peer interaction
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 2, 2017 (Ejemplar dedicado a: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas), pags. 245-265 (2017)
|
|
Abstract:
The present study investigates peer to peer oral interaction in two task based English as a foreign language classrooms, one of which was a self-declared cohesive group, and the other a self-declared less cohesive group. The objective of the study was to investigate how learning opportunities were talked into being through peer to peer interactions in these two groups and to determine how the cohesive or less cohesive nature of the class influenced the number of learning opportunities in peer interaction. The study was classroombased and was carried out over the period of an academic year. Research was framed within a sociocognitive perspective of language learning and data was collected from questionnaires and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. Using conversation analysis, these audio recordings were transcribed and analysed quantitatively for learning opportunities and qualitatively for interactions which encouraged a positive social dimension and which may have led to the creation of learning opportunities. Analysis of interactions revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed how the affective relationship between participants influenced the number of learning opportunities created. ; El presente estudio investiga la interacción oral entre pares en dos grupos de inglés como lengua extrajera basados en el enfoque por tareas, uno de ellos autodenominado como un grupo cohesionado, mientras que el otro se declara como grupo menos cohesionado. El objetivo es investigar cómo se crean oportunidades de aprendizaje a través de la interacción, y determinar cómo la naturaleza más o menos cohesiva del grupo influye en el número de oportunidades de aprendizaje entre pares. El estudio está basado en las actividades realizadas en el aula durante un año académico. La investigación se encuadra dentro de una perspectiva sociocognitiva de aprendizaje de una segunda lengua y los datos provienen de cuestionarios y grabaciones audio de grupos de estudiantes que completaron ocho tareas orales. A partir del análisis conversacional, estas grabaciones han sido transcritas y analizadas de modo cuantitativo en relación con las oportunidades de aprendizaje y de manera cualitativa para las interacciones que fomentan una dimensión social positiva y conducen a oportunidades de aprendizaje. El análisis de interacciones revela la variedad de maneras mediante las cuales los estudiantes de ambos grupos crean oportunidades de aprendizaje. Análisis cualitativos adicionales demuestran cómo la relación afectiva entre participantes influye en la cantidad de oportunidades de aprendizaje creadas
|
|
Keyword:
cohesive groups; grupos cohesivos; interacción oral entre pares; learning opportunities; naturaleza situada del aprendizaje de una lengua; oportunidades de aprendizaje; peer oral interaction; situated nature of language learning; sociocognición; sociocognition
|
|
URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=6736106
|
|
BASE
|
|
Hide details
|
|
4 |
Peer Tutoring and Cooperative Groups in the Dual Language Classroom
|
|
|
|
In: Masters of Arts in Education Action Research Papers (2016)
|
|
BASE
|
|
Show details
|
|
5 |
Measuring affective language in known peer feedback on L2 Academic writing courses: A novel approach
|
|
|
|
In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 287-308 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
6 |
Online doctoral writing groups : do facilitators or communication modes make a difference?
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Peer Review in a Graduate Writing Class: Case Studies of First-and Second- Language Students
|
|
|
|
In: Open Access Theses & Dissertations (2015)
|
|
BASE
|
|
Show details
|
|
8 |
Peerbeziehungen im Vorschulalter - Chancen für Sprachförderung und Sprachtherapie ...
|
|
|
|
BASE
|
|
Show details
|
|
9 |
From speed dating to intimacy : methodological change in the evaluation of a writing group
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Peerbeziehungen im Vorschulalter - Chancen für Sprachförderung und Sprachtherapie
|
|
|
|
In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 335-340 (2014)
|
|
BASE
|
|
Show details
|
|
11 |
Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry
|
|
|
|
In: Graduate Theses and Dissertations (2013)
|
|
BASE
|
|
Show details
|
|
13 |
Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training
|
|
|
|
BASE
|
|
Show details
|
|
15 |
"I‘ll get by with a little help from my friends": peer response groups in the composition classroom.
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz ...
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz
|
|
|
|
In: Allemann-Ghionda, Cristina [Hrsg.]; Stanat, Petra [Hrsg.]; Göbel, Kerstin [Hrsg.]; Röhner, Charlotte [Hrsg.]: Migration, Identität, Sprache und Bildungserfolg. Weinheim u.a. : Beltz 2010, S. 59-77. - (Zeitschrift für Pädagogik, Beiheft; 55) (2010)
|
|
BASE
|
|
Show details
|
|
18 |
Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern ...
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern
|
|
Albers, Timm. - : Verlag Julius Klinkhardt, 2009. : Bad Heilbrunn, 2009. : pedocs-Dokumentenserver/DIPF, 2009
|
|
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2009, 282 S. - (Klinkhardt forschung) (2009)
|
|
BASE
|
|
Show details
|
|
20 |
Checkpoint Literacy. Tagungsband 2 zum 15. Europäischen Lesekongress 2007 in Berlin
|
|
Europäischer Lesekongress (15 : 2007 : Berlin). - : Deutsche Gesellschaft für Lesen und Schreiben, 2008. : Berlin, 2008. : pedocs-Dokumentenserver/DIPF, 2008
|
|
In: Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2008, 328 S. - (DGLS-Beiträge; 8) (2008)
|
|
BASE
|
|
Show details
|
|
|
|