Literaturnachweis - Detailanzeige
Autor/inn/en | Collins, Laura; White, Joanna |
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Titel | The Quantity and Quality of Language Practice in Typical Interactive Pair/Group Tasks |
Quelle | In: TESL Canada Journal, 31 (2014), S.47-67 (21 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0826-435X |
Schlagwörter | Second Language Learning; Second Language Instruction; English (Second Language); Grade 6; French Canadians; Task Analysis; Teaching Methods; Grammar; Form Classes (Languages); Groups; Intensive Language Courses; Phrase Structure; Computational Linguistics; Native Language; Language Teachers; Foreign Countries; Verbs; Semantics; Interviews; Canada Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; School year 06; 6. Schuljahr; Schuljahr 06; Frankokanadier; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Analytischer Sprachbau; Intensivkurs; Sprachkurs; Phrasenstruktur; Linguistics; Computerlinguistik; Language teacher; Sprachunterricht; Ausland; Semantik; Interviewing; Interviewtechnik; Kanada |
Abstract | This article reports on a study examining the language practice opportunities that occurred during a range of paired and small group interactive tasks in an intensive English as a Second Language (ESL) class of francophone Grade 6 students. The analysis focussed on the opportunities the tasks provided for the use of two complex and challenging forms (the simple past and the possessive determiners his/her) by these learners. We examined both the quantity and the quality of the contexts for the two target forms within the tasks, and whether particular task types or task features were associated with more or richer practice for the forms. (As Provided). |
Anmerkungen | TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |