Talking It through: Two French Immersion Learners' Response to Reformulation

Autor/inn/en	Swain, Merrill; Lapkin, Sharon
Titel	Talking It through: Two French Immersion Learners' Response to Reformulation
Quelle	In: International Journal of Educational Research, 37 (2002) 3-4, S.285-304 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/S0883-0355(03)00006-5
Schlagwörter	Second Language Learning; Test Construction; French; Immersion Programs; Cooperation; Sociocultural Patterns; Pretests Posttests; Comparative Analysis; Dialogs (Language); Student Reaction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Testaufbau; Französisch; Immersionsprogramm; Co-operation; Kooperation; Soziokulturelle Theorie; Dialog; Dialogs; Dialogue; Dialogues; Schülerkritik
Abstract	This article documents the importance of collaborative dialogue as part of the process of second language learning. The stimulus for the dialogue we discuss in this article was a reformulation of a story written collaboratively in French by Nina and Dara, two adolescent French immersion students. A sociocultural theoretical perspective informs the discussion of three sustained examples of the learners' "talking it through" as they confront and resolve many language-related problems while comparing their story with its reformulation. A pre-test/post-test design allows us to demonstrate the combined effects on second language learning of the reformulation and the students' reactions to it. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10