De RERO Explore à swisscovery: Le 9 décembre 2020, les bibliothèques d’Explore RERO Fribourg (excepté les bibliothèques de Bulle) rejoindront le réseau SLSP (Swiss Library Service Platform). Voir les implications et nouveautés de ce changement.
Hors campus: Membres de la communauté universitaire ou de la HES-SO: n'oubliez pas d'utiliser le VPN de votre institution pour bénéficier de tous les accès.
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
The effect of CEOs on firm performance
Strategic Management Journal, December 2008, Vol.29(12), pp.1357-1367
[Revue évaluée par les pairs]
Titre: The Case against the Case against Recasts Auteur:Goo, Jaemyung; Mackey, Alison Sujet:Prior Learning ; Teaching Methods ; Feedback (Response) ; Laboratories ; Error Correction ; Second Language Learning ; Linguistic Input ; Language Research ; Grammar ; Second Language Instruction ; Role ; Languages & Literatures Description:
In the previous 20 years, more than 60 studies have been carried out within the input and interaction approach to SLA (Long, 2007; Mackey 2012), many of which have found positive associations between different types of recasts and the learning of a range of linguistic forms for a number of different second languages (L2s), in different learning contexts, with adults and with children. However, the following claims also appear: (a) recasts are not effective, (b) recasts are effective only in laboratories and not in classrooms, and (c) other types of feedback are more effective when compared with recasts. We demonstrate important methodological and interpretative problems in the small number of studies on which these negative claims are based, including issues with (a) modified output opportunities, (b) single-versus-multiple comparisons, (c) form-focused instruction, (d) prior knowledge, and (e) out-of-experiment exposure. We conclude by suggesting that making a case against recasts...
Fait partie de:
Studies in second language acquisition, March 2013, Vol.35(1), p.127
0272-2631 (ISSN); 1470-1545 (E-ISSN); 10.1017/S0272263112000708 (DOI)