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首页> 外文学位 >Types of forms ESL students focus on in classroom group interaction: A descriptive study.
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Types of forms ESL students focus on in classroom group interaction: A descriptive study.

机译：ESL学生在课堂小组互动中关注的表格类型：描述性研究。

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摘要

Scope and method of study. The present study describes the frequency with which ESL students attend to form, the types of forms they attend to, the manner in which they attend to form, and the content of the form that they attend to. In addition, the study examines whether or not task types makes a difference in the number of forms students attend to. Nineteen advanced ESL students in a college writing class engaged in various group activities over the period of an academic semester. The students were tape-recorded and the forms they attended to and the manner in which they did so were later analyzed.; Findings and conclusions. It was found that advanced ESL writers most frequently attended to vocabulary rather than grammar; word definitions and usage were the most frequently focused on aspects of vocabulary; and that learners most frequently attended to form by negotiating after a communication breakdown. Based on the results of this study, the following conclusions can thus be made about focus on form: (1) While ESL students exhibit a strong ability to focus on vocabulary, they do not, by and large, explicitly focus on grammar in situations in which grammar is not the primary instructional objective. (2) Discussions of form usually arise when some sort of misunderstanding occurs; in other words, a form must impede communication if it is to be specifically treated by ESL learners. (3) While focus on form does not promote attention to grammatical forms, it does benefit learners in that it helps them attend to word meaning, usage, spelling, and pronunciation---all valuable aspects of second language learning. (4) ESL instructors should use focus on form, and find activities that promote attention to grammar and meaning at the same time.
机译：研究范围和方法。本研究描述了ESL学生参加表格的频率，参加表格的类型，参加表格的方式以及参加表格的内容。此外，研究还研究了任务类型是否会影响学生参加的表格数量。在一个学期内，有19名高级ESL学生参加了大学写作班，从事各种小组活动。对学生进行录音，然后分析他们参加的形式和方式。结论和结论。研究发现，高级ESL作家最常学习词汇而不是语法。单词的定义和用法最常集中在词汇方面；在沟通中断后，学习者最常通过谈判来参加形式学习。根据这项研究的结果，可以得出以下关于形式关注的结论：（1）虽然ESL学生表现出很强的专注于词汇的能力，但他们基本上没有明确地关注语法中的语法。哪个语法不是主要的教学目标。 （2）形式上的讨论通常是在发生某种误解时引起的；换句话说，如果某种形式要由ESL学习者特别对待，则必须阻碍交流。 （3）虽然专注于形式并不能促进对语法形式的关注，但它确实使学习者受益，因为它可以帮助他们注意单词的含义，用法，拼写和发音-这是第二语言学习的所有有价值的方面。 （4）ESL讲师应着重于形式，同时寻找能促进人们注意语法和意义的活动。

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  • 作者

    Poole, Alexander Basil.;

  • 作者单位

    Oklahoma State University.;

  • 授予单位 Oklahoma State University.;
  • 学科 Language Linguistics.; Education Language and Literature.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;
  • 关键词

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