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A study into how high school students learn using narrative frames.

A study into how high school students learn using narrative frames.

 Hiratsuka, Takaaki.
 2014
 tr. 169-178 . Oxford University Press. English ISSN: 09510893
Ngôn ngữLearning English.High school students.Học sinh trung học.Khung tường thuật.Narrative frames.Học tiếng Anh.
Tác giả CN Hiratsuka, Takaaki.
Nhan đề A study into how high school students learn using narrative frames./ Takaaki Hiratsuka.
Thông tin xuất bản 2014
Mô tả vật lý tr. 169-178 .
Tùng thư Oxford University Press.
Tóm tắt In order to explore student learning experiences in English language classes, this study employed a qualitative data collection method known as narrative frames, which uses prompts to stimulate written expression of ideas. Data were collected through narrative frames on three different occasions from 36 second-year high school students in a team-taught EFL classroom in Japan, in both English and Japanese. After collecting the frames, individual interviews were conducted with two students from the class and their team teachers to further enquire about their experience, particularly with regard to the use of narrative frames. Findings suggest that the narrative frame technique proved to be a beneficial tool for improving learner autonomy. It facilitated the students becoming responsible for their learning in general, and encouraged them to become more serious about their learning of the English language. Methodological implications for the future use of narrative frames are provided.
Thuật ngữ chủ đề Ngôn ngữ-Học ngoại ngữ-Tiếng Anh-TVĐHHN
Từ khóa tự do Learning English.
Từ khóa tự do High school students.
Từ khóa tự do Học sinh trung học.
Từ khóa tự do Khung tường thuật.
Từ khóa tự do Narrative frames.
Từ khóa tự do Học tiếng Anh.
Nguồn trích ELT journal.- 2014, Vol. 68, No. 2.
MARC
Hiển thị đầy đủ trường & trường con
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300[ ] |a tr. 169-178 .
362[0 ] |a Vol. 68, No. 2 (Apr. 2014)
490[ ] |a Oxford University Press.
520[ ] |a In order to explore student learning experiences in English language classes, this study employed a qualitative data collection method known as narrative frames, which uses prompts to stimulate written expression of ideas. Data were collected through narrative frames on three different occasions from 36 second-year high school students in a team-taught EFL classroom in Japan, in both English and Japanese. After collecting the frames, individual interviews were conducted with two students from the class and their team teachers to further enquire about their experience, particularly with regard to the use of narrative frames. Findings suggest that the narrative frame technique proved to be a beneficial tool for improving learner autonomy. It facilitated the students becoming responsible for their learning in general, and encouraged them to become more serious about their learning of the English language. Methodological implications for the future use of narrative frames are provided.
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653[0 ] |a Learning English.
653[0 ] |a High school students.
653[0 ] |a Học sinh trung học.
653[0 ] |a Khung tường thuật.
653[0 ] |a Narrative frames.
653[0 ] |a Học tiếng Anh.
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