{"title":"再给我一次机会","authors":"Amparo Lázaro-Ibarrola, M. Hidalgo","doi":"10.1075/ltyl.20009.laz","DOIUrl":null,"url":null,"abstract":"\n Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce\n better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition,\n STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more\n common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition,\n PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish\n young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9,\n N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a\n composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20)\n wrote the same composition again (STR) while the other individual (N = 10) and collaborative\n (N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners,\n our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition\n were hinted at, with students in the STR group obtaining greater holistic rates.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":null,"pages":null},"PeriodicalIF":16.4000,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Give me a second chance\",\"authors\":\"Amparo Lázaro-Ibarrola, M. Hidalgo\",\"doi\":\"10.1075/ltyl.20009.laz\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce\\n better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition,\\n STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more\\n common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition,\\n PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish\\n young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9,\\n N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a\\n composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20)\\n wrote the same composition again (STR) while the other individual (N = 10) and collaborative\\n (N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners,\\n our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition\\n were hinted at, with students in the STR group obtaining greater holistic rates.\",\"PeriodicalId\":1,\"journal\":{\"name\":\"Accounts of Chemical Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":16.4000,\"publicationDate\":\"2021-07-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Accounts of Chemical Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/ltyl.20009.laz\",\"RegionNum\":1,\"RegionCategory\":\"化学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/ltyl.20009.laz","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce
better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition,
STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more
common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition,
PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish
young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9,
N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a
composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20)
wrote the same composition again (STR) while the other individual (N = 10) and collaborative
(N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners,
our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition
were hinted at, with students in the STR group obtaining greater holistic rates.
期刊介绍:
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.