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Investigating the Effects of Authentic Activities on Foreign language learning: A Design-based Research Approach

EDUCATIONAL TECHNOLOGY & SOCIETY 2017年第4期20卷 261-274页

作者： Ozverir, Ildeniz Osam, Ulker Vanci Herrington, Jan Eastern Mediterranean Univ English Preparatory Sch Famagusta North Cyprus Turkey Eastern Mediterranean Univ Fac Educ Famagusta North Cyprus Turkey Murdoch Univ Sch Educ Perth WA Australia

Achieving communicative competency in English classes has been a key goal in contexts where English is taught as a foreign language (EFL). During this process, however, integrating the difficulty and complexity of real life tasks into classroom teaching has often been disregarded. Lack of opportunities for authentic language use often results in learners' gaining extensive knowledge about the target language (know what) while they are weak in using the language in a meaningful way (know how). Accordingly, while learners can talk about grammar rules, they usually fail to use these rules for real communicative purposes in unstructured genuine settings. The present study employed a design-based research approach to investigate the use of authentic activities in EFL classes. For this purpose, an e-leaming environment was created based on initial design principles of authentic activities and implemented in three pre-university level EFL classes in North Cyprus in two research cycles. Data were collected through semi-structured interviews, work samples, and observations. In accordance with the findings and continuous literature review, 11 design principles were derived from the initial design principles for the EFL context in order to facilitate competency-based foreign language use.

关键词： Authentic learning Authentic tasks Foreign language education task-based language learning Design-based research

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Technology for a tasked-based language learning curriculum

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CIRCULO DE LINGUISTICA APLICADA A LA COMUNICACION 2018年第76期76卷 67-80页

作者： Blake, Robert J. Univ Calif Davis Davis CA 95616 USA

Computer-assisted language learning (CALL) takes place in two educational environments: (1) tutorial CALL, where students interact with and learn from digital materials and programs in a self-directed manner;and (2) social CALL, the computer provides the medium where students can interact with each other at a distance. Each mode offers specific benefits that contribute to second-language learning, especially if the activities students are asked to complete are framed within an overarching task-based learning approach (Gonzalez Lloret y Ortega 2014). Digital exchanges, such as those found in social media or synchronous videoconferences, have had a profound impact on how people communicate and can be adapted to support L2 learning as well. Nevertheless, tutorial CALL still has a valued place in the curriculum when one considers the need to develop a sufficiently large L2 vocabulary and the challenges of a controlling a new morphosyntactic system. All digitally based activities need to be evaluated carefully for cultural authenticity, student-fit, teacher-fit, feasibility/cost, and learning potential (Hubbard 2006). This study will provide an overview of these issues as well as cite some specific Web 2.0 examples, along with suggestions on how to incorporate ICT digital tools into a task-based curriculum.

关键词： computer-assisted language learning (CALL) tutorial CALL social CALL task-based language learning second language acquisition (SLA) teaching Spanish as a second language

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Chinese EFL learners' perception of Synchronous-Computer-Mediated Communication in conducting online interactive tasks 14

Chinese EFL learners' perception of Synchronous-Computer-Med...

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14th International Conference on Computer Science and Education (ICCSE)

作者： Xu, Mingfei Zeng, Simin Minzu Univ China Coll Int Educ Beijing Peoples R China Harbin Inst Technol Sch Humantities & Social Sci Shenzhen Peoples R China

ISBN: (纸本)9781728118468

This study aims to investigate the perception of Chinese English-as-a-Foreign-language (EFL) students towards the influence of Synchronous-Computer-Mediated Communication (SCMC) on conducting interactive online tasks. 48 EFL students studying mechanical engineering in a Chinese university who participated in 5-week online tasks filled out two questionnaires before and after tasks;11 of them attended an interview afterward. The questionnaire data show that participants enjoyed conducting tasks and receiving and providing corrective feedbacks online. Perceived benefits and difficulties, and comparison with face-to-face are discussed. In the end, the pedagogical implication is drawn.

关键词： EFL SCMC task-based language learning perceptions

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Impact of student-selected pairing on collaborative task engagement

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ELT JOURNAL 2024年第1期78卷 42-53页

作者： Tsoi, Sze Ching Aubrey, Scott Chinese Univ Hong Kong Fac Educ Hong Kong Peoples R China Chinese Univ Hong Kong Fac Educ Dept Curriculum & Instruct Hong Kong Peoples R China

This study investigated the impact of student-selected pairs on emotional engagement and language-learning opportunities generated during collaborative tasks. Sixteen learners of English at a Hong Kong secondary school performed collaborative tasks in two pairing arrangements: student-selected pairing and teacher-assigned pairing (mixed proficiency). Data sources include transcripts of task interactions, a self-selection questionnaire that assessed learners' criteria for selecting a partner, and a post-task emotional engagement questionnaire. The results revealed that learners' choice of partner was primarily based on friendship, and that, compared to the teacher-assigned pairing arrangement, self-selection led to elevated levels of enjoyment. However, neither arrangement had an overall advantage in terms of generating language-related discussions. A qualitative analysis of task interactions revealed that student-selected pairs more frequently used the L1 to elaborate and resolve English language issues, but the friendship nature of these collaborations also led to more frequent off-task discussions, limiting their language learning opportunities.

关键词： task-based language learning student-centred classroom task engagement learner choice

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Making Translation Communicative: Mediation in the Communicative language Classroom

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HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE 2023年第2期106卷 225-237页

作者： Ramey, Shaydon Martin Luther Univ Halle Wittenberg Halle Germany

While translation was once a key component of language teaching, throughout the twentieth century, it largely gave way to methods and approaches with a greater focus on communicative competence. However, efforts have been made in the past few decades to return translation and more generally multilingual language learning to classrooms. In the European and particularly the German context, translation was revived again at the start of the 21st century in the form of mediation, a communicative translational task used in many classrooms today. This article addresses the origins of mediation in Europe and the sometimes conflicting definitions found in official educational documents and in the academic literature, compares it to other translation practices often encountered in the world language classroom, and provides examples of mediation tasks. The question of assessing such tasks is also addressed. This article aims to inform instructors using communicative approaches in the United States about mediation and demonstrate its advantages so that they might add another type of task to their pedagogical toolbox and include translation in a communicative way.

关键词： communicative language teaching intercultural competence language pedagogy mediation multilingualism task-based language learning translation

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Engagement in the Use of English and Chinese as Foreign languages: The Role of Learner-Generated Content in Instructional task Design

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MODERN language JOURNAL 2019年第2期103卷 391-411页

作者： Lambert, Craig Zhang, Grace Curtin Univ Sch Educ Kent St Bentley WA 6102 Australia

This study investigates learner engagement in pedagogic task performance by triangulating multiple sources of data to gain insight into the cognitive and affective processes that take place on a range of tasks and how they engage learners of different target languages. The study provides a detailed analysis of 4 learners' second language (L2) performance (2 first language [L1] Japanese learners of English;2 L1 Japanese learners of Chinese). All learners completed an identical set of 12 communication tasks in 3 discourse genres (instruction, narrative, and opinion) in a learner-generated (LGC) and teacher-generated content (TGC) condition. The performances were followed by immediate stimulated video recalls and questionnaires on perceived levels of anxiety and motivation during each task. Triangulation of these data sources revealed that both the English and Chinese learners were more socially and emotionally engaged in LGC tasks than in TGC tasks and that this engagement was associated with more fluent and accurate, but less complex, speech. The difference between the Chinese and English learners was in their self-reported preferences and levels of anxiety and motivation while performing the tasks in the respective conditions. based on the learners' background profiles, this difference in subjective response to the tasks is attributed to previous experience with formal L2 instruction.

关键词： task-based language learning language learner engagement L2 pragmatics learner-generated content teaching English as a foreign language teaching Chinese as a foreign language

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In-school and out-of-school multimodal writing as an L2 writing resource for beginner learners of Dutch

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JOURNAL OF SECOND language WRITING 2017年 36卷 23-36页

作者： Vandommele, Goedele Van den Branden, Kris Van Gorp, Koen De Maeyer, Sven Univ Leuven Ctr Language & Educ Blijde Inkomststr 7 B-3000 Leuven Belgium Michigan State Univ 619 Red Cedar RdWells HallB-135F E Lansing MI 48824 USA Univ Antwerp Venusstr 35 B-2000 Antwerp Belgium

This study investigates the effects of a collaborative multimodal writing intervention in different settings on the development of writing skills of beginner learners of Dutch as a second language. The study extends previous research by using multiple measures to assess writing development and by comparing the impact of different settings, i.e., a task-based in-school intervention and an out-of-school leisure intervention. All participants in both interventions (N = 52) completed two writing tasks before and after the intervention (in a pretestposttest design). Participants in a nonintervention group (N = 32)did the same before and after a two-week holiday in which they did not receive writing instruction. Participants' output was assessed by analytic CAF-measures as well as for communicative effectiveness. Multilevel analyses revealed significantly greater growth for both intervention groups compared to the non-intervention group. The in-school group showed growth for six measures (complexity and text length on one task and communicative effectiveness, content, lexical diversity and text length on the other). Also the out-of-school group revealed greater gains for six measures (complexity on one task and content, two measures of syntactic complexity, lexical diversity and text length on the other). In all, this study shows that multimodal composition can promote writing of beginner L2 learners, regardless of the exact context in which the writing takes place. Furthermore, the study shows the importance of using multiple measures and multiple tasks to evaluate writing development.

关键词： Multimodal composition language learning out-of-school Settings task-based language learning Writing development of beginners language learners

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Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization

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language TEACHING RESEARCH 2008年第1期12卷 11-37页

作者： Mochizuki, Naoko Ortega, Lourdes Tokyo Metropolitan Koishikawa Secondary Educ Sch Tokyo Japan Univ Hawaii Honolulu HI 96822 USA

This study investigated whether pre-task planning that embeds grammatical guidance to attend to a specific L2 form might be a suitable pedagogical choice in beginning-level foreign language classrooms. First-year high school students of English in Japan were asked to do an oral story-retelling task with a class partner under one of three conditions: without any prior planning (n = 17), after 5 minutes of unguided planning (n = 20), or after 5 minutes of planning with guidance in the form of a grammar handout about English relative clauses (n = 19). The resulting narratives were analyzed for task essentialness, amount and quality of use of relativization, and global complexity and fluency. It was found that the guided planning group produced more and more accurate relative clauses in their narratives than the other two groups, to both statistically significant and large degrees, while at the same time exhibiting global levels of complexity and fluency that were similar to those of the other two groups. The results show that guided planning can succeed in creating favorable conditions for striking a pedagogical balance between communication and grammar, even with high school learners at incipient levels of proficiency and under conditions that are typical of many foreign language contexts.

关键词： English as a foreign language foreign language education pre-task planning relative clauses task-based language learning

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Factors affecting the quality of online learning in a task-based college course

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FOREIGN language ANNALS 2022年第1期55卷 116-134页

作者： Lee, Sangmin-Michelle Kyung Hee Univ 1732 Deogyeong Daero Yongin 17104 South Korea

In the face of the COVID-19 pandemic, all colleges in Korea were forced to transition to online teaching, as was the case in most of the rest of the world. This situation engendered confusion, frustration, and dissatisfaction among students as well as instructors. The present study examined college students' perceptions of online learning in general and of one purpose-designed course in particular and compared their responses. The objective was to identify factors that might enhance the quality of online education (OE) and learner satisfaction. The present study applied a mixed method to ensure robust results, using a survey, interviews, students' reflection papers, and the instructor's field notes. The results indicated that the students perceived online learning as less effective than traditional face-to-face classes overall but were satisfied with the customized online course, specifically citing the instructor's prompt feedback, interaction among students, and effective design of tasks. Given this outcome, the present study suggests several pedagogical implications for OE in the future.

关键词： effectiveness learner satisfaction online education task-based language learning

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Possibilities and challenges of learning German in a multimodal environment: A case study

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RECALL 2016年第3期28卷 343-363页

作者： Abrams, Zsuzsanna Ittzes Univ Calif Santa Cruz Santa Cruz CA 95064 USA

Despite a growing body of research on task-based language learning (TBLT) (Samuda & Bygate, 2008;Ellis, 2003), there is still little information available regarding the pedagogical design behind tasks and how they are implemented (Samuda & Bygate, 2008). Scholars in computer-mediated second language (L2) learning have called for research to fill in this gap by reflecting critically on task design and the subsequent implementation process (Fuchs, Hauck & Muller-Hartmann, 2012;Hampel, 2010;Hampel & Hauck, 2006;Hampel & Plaines, 2013;Hauck, 2010), instead of considering a task an "unproblematic fait accompli" (O'Dowd & Ware, 2009: 174). In response to this charge, the present case study provides a critical analysis of tasks carried out in a first-year German language course built around the weekly TV-series, Rosenheim-Cops (ZDF). These tasks drew from research on multimodality (Kress & van Leeuwen, 2001;Norris & Maier, 2014) providing a framework for understanding how multiple semiotic systems work together to create meaning. The insights provided by this study have relevance for research on multimodal task design (Hampel & Hauck, 2006) through examining the possibilities and limitations of beginner second language (L2) learners' effective use of authentic resources. The results suggest that the tasks encouraged semiotic awareness, helped activate referential knowledge useful for accessing multimodal resources, and elicited a positive response to authentic L2 use in context. The challenges of implementing these tasks included variation in learners' engagement with authentic multimedia resources, either due to L2 skills levels or the level of interest in the particular resource used.

关键词： task-based language learning multimodality multimodal pedagogy film

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