• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文OA文献 >Module 1: A proposal for exploratory research into classroom situated task repetition, Module 2: An exploratory research study into classroom-based task repetition and Module 3: A classroom-based, mixed methods study into the influence of transcribing, reporting, and task repetition: how do they impact in-class student spoken task performances
【2h】

Module 1: A proposal for exploratory research into classroom situated task repetition, Module 2: An exploratory research study into classroom-based task repetition and Module 3: A classroom-based, mixed methods study into the influence of transcribing, reporting, and task repetition: how do they impact in-class student spoken task performances

机译：第1单元：关于课堂位置任务重复的探索性研究的提议，第2单元：基于课堂的任务重复的探索性研究和第3单元：基于课堂的混合方法研究转录，报告和任务重复的影响：它们如何影响课堂学生的口语任务表现

页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study is a classroom-based, mixed methods study into the influence of transcribing, reporting, and task repetition on in class student oral task performances. The study investigates two questions. First do students in an intact classroom improve task performances when they repeat the same task in subsequent performances? In a previous exploratory study by Moser (2008) students did not take advantage of task repetition opportunities to improve a repeat task performance. It was concluded that the reason for this was that amongst many students there was a lack of perceived pedagogical rationale for task repetition. On this point and more specifically the study investigates does a more transparent pedagogical focus realized through a transcribing phase or a reporting phase prior to a repeat task performance result in improved subsequent task performances. Related to this, and the second question of this study, is does the more intensive transcription work result in improved task performances than the reporting work? The results of the study reveal no significant difference between transcribing or reporting on subsequent task performances; however, there was significant results for a task repetition effect on task performances. The classroom implications of these findings will be discussed.
机译：这项研究是一种基于课堂的混合方法，研究了转录，报告和任务重复对班级学生口头任务表现的影响。该研究调查了两个问题。首先，在完好的教室中的学生在随后的表演中重复相同的任务时，他们会提高任务的表现吗？在Moser（2008）先前的探索性研究中，学生没有利用任务重复的机会来提高重复任务的绩效。得出的结论是，这样做的原因是，在许多学生中，缺少任务重复的教学理论基础。在这一点上，更具体地说，本研究调查了在重复任务执行之前通过转录阶段或报告阶段实现的更透明的教学法重点，从而改善了后续任务的执行情况。与此相关的是本研究的第二个问题，与报告工作相比，更密集的转录工作是否能改善任务绩效？研究结果表明，抄写或报告后续任务的执行情况无明显差异。但是，重复任务对任务性能的影响有显着结果。这些发现在课堂上的意义将进行讨论。

著录项

  • 作者

    Moser Jason;

  • 作者单位
  • 年度 2012
  • 总页数
  • 原文格式 PDF
  • 正文语种 {"code":"en","name":"English","id":9}
  • 中图分类

相似文献

  • 外文文献
  • 中文文献
  • 专利

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号