TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
Patterns of pair interaction in communicative tasks the transition process and effect on L2 teaching and learning

Patterns of pair interaction in communicative tasks the transition process and effect on L2 teaching and learning

 Wenxue Chen.
 2018.
 p. 425–434. English
Language Teaching.Tương tác.Dạy ngoại ngữ.Effect.Ảnh hưởng.Học ngoại ngữ.Communicative task.Pair Interaction.
Tác giả CN Wenxue Chen.
Nhan đề Patterns of pair interaction in communicative tasks: the transition process and effect on L2 teaching and learning / Wenxue Chen.
Thông tin xuất bản 2018.
Mô tả vật lý p. 425–434.
Tóm tắt The study reported in this paper investigated the interaction of a group of Chinese intermediate EFL learners working in dyads on a dictogloss task. It examined the transition process of learners’ role relationship (i.e. patterns of interaction) in dyadic communication. The pair talk data were analysed for patterns of interaction and incidences of language-related episodes. The results confirmed that collaborative pattern of interaction is more conducive to L2 learning than other patterns (e.g. dominant/dominant, dominant/passive). More importantly, the study found that these intermediate learners were able to adjust their relationship in dyadic interaction, from non-collaborative to a more collaborative end, along with an increasing frequency of language-related discussion.
Thuật ngữ chủ đề Language Teaching.
Từ khóa tự do Tương tác.
Từ khóa tự do Dạy ngoại ngữ.
Từ khóa tự do Effect.
Từ khóa tự do Ảnh hưởng.
Từ khóa tự do Học ngoại ngữ.
Từ khóa tự do Communicative task.
Từ khóa tự do Pair Interaction.
Nguồn trích ELT Journal- 2018, Volume 72, No.4
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nab#a2200000ui#4500
00154760
0022
004DE8E85A8-2E3E-40AD-A57A-EE6B9A9D9770
005202007171013
008081223s2018 vm| vie
0091 0
035[ ] |a 1456368232
039[ ] |a 20241125214218 |b idtocn |c 20200717101326 |d huongnt |y 20190326141726 |z thuvt
041[0 ] |a eng
044[ ] |a enk
100[0 ] |a Wenxue Chen.
245[1 0] |a Patterns of pair interaction in communicative tasks: the transition process and effect on L2 teaching and learning / |c Wenxue Chen.
260[ ] |c 2018.
300[1 0] |a p. 425–434.
520[ ] |a The study reported in this paper investigated the interaction of a group of Chinese intermediate EFL learners working in dyads on a dictogloss task. It examined the transition process of learners’ role relationship (i.e. patterns of interaction) in dyadic communication. The pair talk data were analysed for patterns of interaction and incidences of language-related episodes. The results confirmed that collaborative pattern of interaction is more conducive to L2 learning than other patterns (e.g. dominant/dominant, dominant/passive). More importantly, the study found that these intermediate learners were able to adjust their relationship in dyadic interaction, from non-collaborative to a more collaborative end, along with an increasing frequency of language-related discussion.
650[0 0] |a Language Teaching.
653[0 ] |a Tương tác.
653[0 ] |a Dạy ngoại ngữ.
653[0 ] |a Effect.
653[0 ] |a Ảnh hưởng.
653[0 ] |a Học ngoại ngữ.
653[0 ] |a Communicative task.
653[0 ] |a Pair Interaction.
773[0 ] |t ELT Journal |g 2018, Volume 72, No.4
890[ ] |a 0 |b 0 |c 0 |d 0