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    Task-Based Interactions in Classroom and Laboratory Settings: Task-Based Interactions in Two Settings

    Gass, Susan, Mackey, Alison, Ross-Feldman, Lauren
    Language Learning, 06/2011, Vol.61, supplement s1, pp.189-220 [Revue évaluée par les pairs]
    Wiley (via CrossRef)
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    Titre: Task-Based Interactions in Classroom and Laboratory Settings: Task-Based Interactions in Two Settings
    Auteur: Gass, Susan; Mackey, Alison; Ross-Feldman, Lauren
    Sujet: Laboratory Settings ; Classroom Settings ; Interaction ; Communicative Tasks ; Spanish ; Education ; Languages & Literatures;
    Description: This study was originally motivated by claims by a few classroom researchers (e.g., Foster, 1998, see Foster & Ohta, 2005) that the findings of laboratory‐based studies of second‐language interaction cannot automatically be applied to classroom language learning settings. Instead of simply accepting this assumption, we treated it as an empirical question. Our study was designed to examine the impact of setting—classroom and laboratory—on task‐based interactions. We worked with learners of Spanish as a foreign language. Seventy‐four university‐level learners in dyads completed three interactive tasks. The tasks were designed in partnership with their instructors to be consistent with activities that these learners would do as part of their regular instruction. They were also consistent with activities that second language researchers typically use to elicit data in experimental work. Half of the learners worked in the classroom with their regular teacher and the other half...
    Fait partie de: Language Learning, 06/2011, Vol.61, supplement s1, pp.189-220
    Identifiant: http://dx.doi.org/10.1111/j.1467-9922.2011.00646.x (DOI)

    • Plusieurs versions

    Task‐Based Interactions in Classroom and Laboratory Settings

    Gass, Susan, Mackey, Alison, Ross‐Feldman, Lauren
    Language Learning, December 2005, Vol.55(4), pp.575-611 [Revue évaluée par les pairs]

    • Dissertation
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    Task -based interactions between second language learners: Exploring the role of gender

    Ross-Feldman, Lauren
    ProQuest Dissertations and Theses
    © ProQuest LLC All rights reserved, ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection, ProQuest Dissertations and Theses Global A&I: The Humanities and Social Sciences Collection, ProQuest Dissertations & Theses Full Text, ProQuest Dissertations & Theses A&I, ProQuest Dissertations & Theses: Global, ProQuest One Academic
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    Titre: Task -based interactions between second language learners: Exploring the role of gender
    Auteur: Ross-Feldman, Lauren
    Contributeur: Mackey, Alison (advisor)
    Editeur: ProQuest Dissertations Publishing
    Date: 2005
    Sujet: Linguistics ; Language Arts ; Linguistics ; Language Arts ; Education ; Language, Literature and Linguistics ; Gender ; Second Language Learners ; Task-Based Interactions
    Description: While research in education, social interaction, and linguistics suggests that gender plays an important role in communicative settings, relatively few studies in second language acquisition (SLA) have investigated how gender influences task-based interactions between second language learners. The small number of studies exploring the role of gender in second language interaction (Gass & Varonis, 1985a, 1986; Kasanga, 1996; Oliver, 2002; Pica, Holliday, Lewis, Berducci, & Newman, 1991; Pica, Holliday, Lewis, & Morgenthaler, 1989) have found potentially important differences between males' and females' interactions. The current study builds on this research by investigating whether the gender of learners in dyadic interactions influences the incidence of interactional features. Sixty-four native-Spanish-speakers enrolled in intermediate ESL classes at an adult public charter school completed three interactional tasks with both male and female interlocutors. Their language production was...
    Fait partie de: ProQuest Dissertations and Theses
    Identifiant: 978-0-542-37342-8 (ISBN)