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| Autor/in | Ewald, Jennifer D. |
|---|---|
| Titel | A Collaborative Quiz as an Opportunity for Self- and Other-Correction: Another Look at L2 Errors |
| Quelle | In: Canadian Modern Language Review, 71 (2015) 3, S.217-243 (27 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0008-4506 |
| Schlagwörter | Language Tests; Error Correction; Second Language Learning; Error Analysis (Language); Collaborative Writing; Morphology (Languages); Spanish; Second Language Instruction; College Students; Peer Relationship; Teaching Methods |
| Abstract | Research has found that, during speaking activities, instances of students' collaborative repair are most often lexicon-focused. Collaborative writing tasks have been credited with the potential to force students to confront broad issues, such as content and register, along with more narrow lexical and morphological choices. The present study explores interactions among 20 learners in an intermediate, university level Spanish course, as they collaborated on a small group quiz. The study reports the frequency of students' error correction types, both self- and other-initiated, and analyzes the focus of their negotiations. Moreover, the investigation highlights this type of classroom assessment as an opportunity for learners to determine where linguistic difficulties lie and address them. (As Provided). |
| Anmerkungen | University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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