TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
Maximizing learning from written output

Maximizing learning from written output

 Thwaites, Peter.
 2014.
 tr. 135-144. Oxford University Press. English ISSN: 09510893
Ngôn ngữLearning English.The Output Hypothesis.Học tiếng Anh.
Tác giả CN Thwaites, Peter.
Nhan đề Maximizing learning from written output / Peter Thwaites.
Thông tin xuất bản 2014.
Mô tả vật lý tr. 135-144.
Tùng thư Oxford University Press.
Tóm tắt The Output Hypothesis proposes that language production can facilitate language learning in a number of ways. However, while early research into this theory provided a strong starting point for further research, it did not provide clear, long-term evidence of output’s role in language acquisition. More recent research has addressed this problem by using simple writing task sequences in which output precedes input in order to maximize its role in noticing. Results have been encouraging. In this article, I summarize this research before going on to suggest ways in which teachers can utilize similar task sequences in order to create practical classroom techniques which encourage learners to notice holes in their own knowledge and gaps between their written ability and expert user texts.
Thuật ngữ chủ đề Ngôn ngữ-Học ngoại ngữ-Tiếng Anh-TVĐHHN
Từ khóa tự do Learning English.
Từ khóa tự do The Output Hypothesis.
Từ khóa tự do Học tiếng Anh.
Nguồn trích ELT journal.- 2014, Vol. 68, No. 2.
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nab a2200000 a 4500
00132059
0022
00442407
005202007141056
008140917s2014 enk eng
0091 0
022[ ] |a 09510893
035[ ] |a 1456373374
039[ ] |a 20241202133150 |b idtocn |c 20200714105639 |d huongnt |y 20140917145403 |z ngant
041[0 ] |a eng
044[ ] |a enk
100[1 ] |a Thwaites, Peter.
245[1 0] |a Maximizing learning from written output / |c Peter Thwaites.
260[ ] |c 2014.
300[ ] |a tr. 135-144.
362[0 ] |a Vol. 68, No. 2 (Apr. 2014)
490[ ] |a Oxford University Press.
520[ ] |a The Output Hypothesis proposes that language production can facilitate language learning in a number of ways. However, while early research into this theory provided a strong starting point for further research, it did not provide clear, long-term evidence of output’s role in language acquisition. More recent research has addressed this problem by using simple writing task sequences in which output precedes input in order to maximize its role in noticing. Results have been encouraging. In this article, I summarize this research before going on to suggest ways in which teachers can utilize similar task sequences in order to create practical classroom techniques which encourage learners to notice holes in their own knowledge and gaps between their written ability and expert user texts.
650[1 7] |a Ngôn ngữ |x Học ngoại ngữ |z Tiếng Anh |2 TVĐHHN
653[0 ] |a Learning English.
653[0 ] |a The Output Hypothesis.
653[0 ] |a Học tiếng Anh.
773[ ] |t ELT journal. |g 2014, Vol. 68, No. 2.
890[ ] |a 0 |b 0 |c 0 |d 0