The discussion of meaning and form in a dictogloss task
The aim of this paper is to investigate the relation between meaning and form in the reconstruction stage of a dictogloss task in a CRLL context. In this type of learning contexts, where subject knowledge and language are integrated, it is essential to find a balance between meaning and form in the...
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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:211095 |
| Acceso en línea: | https://ddd.uab.cat/record/211095 |
| Access Level: | acceso abierto |
| Palabra clave: | Escolta (Psicologia) Comprensió verbal Comunicació escrita Enunciació (Lingüística) Escriptura -- Didàctica Interacció educativa Ensenyament -- Mètodes actius Educació secundària obligatòria Treball en equip -- Educació secundària obligatòria Redacció (Literatura) Ensenyament eficaç Estratègies d'aprenentatge Psicologia de l'aprenentatge Psicologia pedagògica Llenguatge i llengües -- Ensenyament -- Avaluació Psicologia |
| Sumario: | The aim of this paper is to investigate the relation between meaning and form in the reconstruction stage of a dictogloss task in a CRLL context. In this type of learning contexts, where subject knowledge and language are integrated, it is essential to find a balance between meaning and form in the activities carried out in class. Previous research has shown that the dictogloss task is an effective technique in not only promoting metatalk and peer learning, but also in drawing the learners' attention to the form while still being focused on meaning. The findings of this research suggest that, while this is true, the focus of the students in the dictogloss task is not arbitrary, and is influenced by a number of factors (nature of the output, chosen text, bias of the teacher and context of the activity) which can be modified to draw the students' attention towards more meaning-based or more form-based discussions, according to the objectives of the teacher. |
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