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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 An investigation into multimodal identity construction in the EFL classroom: A social and cultural viewpoint Stone, Paul David. - : University of Exeter, 2017. : College of Social Sciences and International Studies, Graduate School of Education, 2017 BASE Show details 2 Using ACT-R to Model Collective Sensemaking in Military Coalition Environments Richardson, Darren P.; Smart, Paul R; Sycara, Katia. - 2013 BASE Show details 3 Learners Performing Tasks in a Japanese EFL Classroom: A Multimodal and Interpersonal Approach to Analysis Stone, Paul In: Regional Language Centre <Singapur>. RELC journal. - London : Sage 43 (2012) 3, 313-330 OLC Linguistik Show details 4 Implications of the socio-cultural context for the co-construction of talk in a task-based English as a foreign language classroom in Japan Stone, Paul In: Classroom discourse. - London [u.a.] : Routledge, Taylor & Francis Group 3 (2012) 1, 65-82 BLLDB OLC Linguistik Show details 5 Students' social positioning in the language classroom: implications for interaction Kidd, Andrew; Stone, Paul In: Regional Language Centre <Singapur>. RELC journal. - London : Sage 42 (2011) 3, 325-343 BLLDB OLC Linguistik Show details 6 Students transcribing tasks: noticing fluency, accuracy, and complexity Stillwell, Christopher; Curabba, Brad; Alexander, Kamsin... In: ELT journal. - Oxford : Oxford University Press 64 (2010) 4, 445 OLC Linguistik Show details 7 Students transcribing tasks: noticing fluency, accuracy, and complexity Stillwell, Christopher; Curabba, Brad; Alexander, Kamsin. - : Oxford University Press, 2010 BASE Show details 8 Students transcribing tasks: noticing fluency, accuracy, and complexity Stillwell, Christopher; Curabba, Brad; Alexander, Kamsin; Kidd, Andrew; Kim, Euna; Stone, Paul; Wyle, Christopher. - : Oxford University Press, 2009 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. Keyword: Article URL: http://eltj.oxfordjournals.org/cgi/content/short/ccp081v1 https://doi.org/10.1093/elt/ccp081 BASE Hide details

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