德国 EFL 中学课堂上基于任务的同伴互动的教师-研究者快照

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Tomas Kos
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引用次数: 0

摘要

本文报告了一项以课堂为基础的小型研究,该研究探讨了九年级中学生(14 人)之间基于任务的同伴互动。该研究主要利用同伴互动、口头陈述和任务后访谈的录音,并由教师-研究者主持,调查了学生在一项输出任务中的互动情况,该任务被嵌入到常规的 EFL 课程中,旨在围绕 "Down Under "这一主题对单元作业进行总结。其中一个重点是探讨学生在多大程度上以及如何使用该任务所要引发的语言,即未来时态和与单元相关的词汇。目的是探究该任务是否以其设计的方式发挥作用。研究结果表明,尽管学生们参与了任务,也参与了彼此的发言,但对任务所引发的目标结构的使用仍然有限。本文讨论了教学方面的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A teacher-researcher snapshot of task-based peer interactions in EFL secondary school classrooms in Germany
This article reports a small classroom-based study that has explored task-based peer interactions among grade 9 secondary school students (N = 14) of middle and low relative proficiency. Drawing primarily on audio recordings of peer interactions, oral presentations, and post-task interviews, and conducted by the teacher-researcher, it investigated how students interacted on an output task that was embedded in regular EFL lessons and designed to wrap up the unit work centered around the topic Down Under. A particular focus was on exploring to what extent and how students used the language that the task was meant to trigger, namely future tense and unit-related vocabulary. The aim was to inquire whether the task worked in the way it was designed for. The findings have shown that although students were involved with the task and with each other’s contributions, the use of the targeted structure elicited by the task remained limited. Pedagogical implications are discussed.
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CiteScore
2.30
自引率
7.70%
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