Analysis of students' noticing in a models as feedback writing task
The aim of the present study is to investigate and analyse the language and discourse features that English as a Foreign Language students noticed and incorporated when doing a Models as Feedback writing task. The participants of the study were Catalan secondary school students with a pre-intermedia...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:211091 |
| Acceso en línea: | https://ddd.uab.cat/record/211091 |
| Access Level: | acceso abierto |
| Palabra clave: | Educació secundària obligatòria Educació -- Investigació -- Catalunya Avaluació educativa -- Catalunya Anglès -- Ensenyament correctiu Ensenyament correctiu Anglès -- Educació secundària obligatòria Anglès -- Redacció i exercicis Treball en equip -- Educació secundària obligatòria Aprenentatge actiu Aprenentatge -- Treball en equip Comunicació escrita Escriptura -- Ensenyament correctiu |
| Sumario: | The aim of the present study is to investigate and analyse the language and discourse features that English as a Foreign Language students noticed and incorporated when doing a Models as Feedback writing task. The participants of the study were Catalan secondary school students with a pre-intermediate proficiency level who completed a task cycle including a) writing a picture-based love story, b) comparing their productions with two model texts in pairs and c) write a subsequent revision individually. The findings support that learners noticed and edited mainly grammatical features in the comparison stage and incorporated a larger extent of discursive features in the final writing stage, which indicated that noticing happened in both stages of the task cycle. |
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