Literaturnachweis - Detailanzeige
| Autor/in | Scott Boston, Jeremy |
|---|---|
| Titel | Learner mining of pre-task and task input. |
| Quelle | In: ELT journal, 62 (2008) 1, S. 66-76
PDF als Volltext |
| Beigaben | Abbildungen |
| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 0013-8290; 1477-4526 |
| Schlagwörter | Empirische Forschung; Lernen; Methodik; Aufgabenorientierung; Wortschatz; Fremdsprachenunterricht; Englischunterricht; Aufgabenstellung |
| Abstract | The findings reported in the article suggest that learners inevitably 'mine' wordings contained in pre-task and task materials when performing tasks, even when the teacher did not explicitly draw learner attention to these features. However, this was found to be true only with written materials, and learners did not appear to mine specific wordings from audio pre-task materials. Learner mining of language input from written pre-task/task materials opens the possibility of deliberately embedding specific language items into such materials. While the article acknowledges that such an approach to task design is controversial, with some arguing that it is inconsistent with principles behind task-based learning, the article leaves it to the reader to decide if finding ways of harnessing learner mining of wordings from pre-task input is in harmony with the principles of a task-based approach. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
