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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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“Are there any Mexicans listening?” Stancetaking and language ideologies in a Spanish L2 Classroom ; Stancetaking and language ideologies in a Spanish L2 Classroom
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Engaging native speakers in language scaffolding in a Chinese classroom
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Kong, Kaishan. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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The Impact of Task Modality on Collaborative Tasks in English Foreign Language Contexts : Language-Related Episodes
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Abstract:
This dissertation intends to determine whether task modality influences the incidence, nature and outcome of LREs that participants produce. This study is based on a spot-the-differences task performed in an EFL context. The results reveal that a greater number of LREs are produced in the oral part. Furthermore, grammatical LREs prevail in the written part and most of the LREs from the oral part are lexical. Additionally, correctly resolved LREs predominate. This project concludes that collaborative tasks which combine oral and written elements might be the most beneficial strategy to foster language learning opportunities. ; Aquesta tesi pretén determinar si la modalitat de tasca influeix en la incidència, natura i resultat d'ERLs que els participants produeixen. Aquest estudi està basat en una tasca de trobar les diferències duta a terme en un context ALE. Els resultats indiquen que un major nombre d'ERLs són produïts a la part oral. A més, els ERLs gramaticals prevalen a la part escrita i la majoria dels ERLs de la part oral són lèxics. Addicionalment, els ERLs correctament resolts predominen. Aquest projecte conclou que tasques col·laboratives incloent elements orals i escrits poden ser l'estratègia més beneficiosa per promoure l'aprenentatge d'idiomes. ; Esta tesis pretende determinar si la modalidad de tarea influye en la incidencia, naturaleza y resultado de ERLs que los participantes producen. Este estudio está basado en una tarea de encontrar las diferencias llevada a cabo en un contexto ILE. Los resultados indican que un mayor número de ERLs se producen en la parte oral. Además, los ERLs gramaticales prevalecen en la parte escrita y la mayoría de los ERLs de la parte oral son léxicos. Adicionalmente, los ERLs correctamente resueltos predominan. Este proyecto concluye que las tareas colaborativas incluyendo elementos orales y escritos pueden ser la estrategia más beneficiosa para promover la enseñanza de idiomas.
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Keyword:
Anglès com a llengua estrangera; Collaborative tasks; English as a foreign language; Episodios relacionados con la lengua; Episodis relacionats amb la llengua; Inglés como lengua extranjera; Interacció entre iguals; Interacción entre iguales; Language-related episodes; Modalidad de tarea; Modalitat de tasca; Peer interaction; Tareas colaborativas; Task modality; Tasques col·laboratives
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URL: https://ddd.uab.cat/record/249145
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Interaction patterns and support for learning in the primary foreign language classroom
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 65-82 (2021)
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The Development of Interactive English Speaking Abilities in a Japanese University Context ...
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Educação intercultural e inclusiva em educação pré-escolar : da diversidade de línguas e culturas à interação entre pares
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Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
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Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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Spoken interaction and peer cooperation: An interdependent learning process ; Interaction et coopération : un apprentissage interdépendant
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In: ISSN: 2118-9692 ; EISSN: 0246-8743 ; Linx ; https://halshs.archives-ouvertes.fr/halshs-02357576 ; Linx, Presses Universitaires de Paris Nanterre, 2019, Enseigner et interagir en langue étrangère : réflexions linguistiques et didactiques ; http://journals.openedition.org/linx/3784 (2019)
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Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment ...
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The Role of Faculty and Peer Interactions in Supporting Humanities Students’ Persistence and Post-Graduation Aspirations: A Case Study
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In: Tsang, Tiffany Lee. (2018). The Role of Faculty and Peer Interactions in Supporting Humanities Students’ Persistence and Post-Graduation Aspirations: A Case Study. InterActions: UCLA Journal of Education and Information Studies, 14(2). Retrieved from: http://www.escholarship.org/uc/item/9gj2r4vq (2018)
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Getting in sync: Exploring and supporting peer interaction in an autistic child with inconsistent access to speech
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A study of peer interaction and negative language transfer: scaffolding and the learning of the Japanese particle “no”
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