Task representation in German as a foreign language: A systemic functional analysis of Norwegian students’ written responses

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Veronika Hamann
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引用次数: 0

Abstract

The main objective of this article is to understand in detail how different learners respond to writing tasks and what consequences their individual choices have on language use. The texts were composed by Norwegian upper secondary school students of German as a foreign language (GFL). In total, seven written responses to two writing prompts were described and juxtaposed based on a meaning-orientated perspective, with a focus on the learners’ choices along ideational, interpersonal and textual dimensions. Even though the learners responded in similar ways to each of the tasks, the findings also showed considerable variation in how particular meaning dimensions were realised by the different writers. The current study speaks to the importance of taking account of learners’ task representations in writing tasks and activities in secondary school FL learning.

对外德语中的任务表征:挪威学生书面反应的系统功能分析
本文的主要目的是详细了解不同学习者对写作任务的反应,以及他们的个人选择对语言使用的影响。这些文本是由学习德语的挪威高中学生编写的。根据意义导向的观点,对两个写作提示的七个书面回答进行了描述和并列,重点关注学习者在概念、人际和文本维度上的选择。尽管学习者对每个任务的反应方式相似,但研究结果也显示,不同的作者在如何实现特定的意义维度上存在相当大的差异。本研究说明了在中学外语学习的写作任务和活动中考虑学习者任务表征的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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