"He is seated in the bank": What EFL learners notice when writing with model compositions
Fecha
2018Autor
Director
Versión
Acceso abierto / Sarbide irekia
Tipo
Trabajo Fin de Máster/Master Amaierako Lana
Impacto
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nodoi-noplumx
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Resumen
Noticing, broadly
defined as
the
attention paid to
language,
has been considered to be
fundamental for
L2 (second language)
learning. Consequently, research has
explored the potential of a wide array of tasks to promote students’
noticing. Among them, in
the context of writing, providing feedback with model texts, has been claimed to be an effective
way to
a ...
[++]
Noticing, broadly
defined as
the
attention paid to
language,
has been considered to be
fundamental for
L2 (second language)
learning. Consequently, research has
explored the potential of a wide array of tasks to promote students’
noticing. Among them, in
the context of writing, providing feedback with model texts, has been claimed to be an effective
way to
activate
learners’ attentional resources.
However,
most research to date has been
conducted in SLA contexts and
there has been little research on the use of models as a written
corrective feedback tool to promote noticing in the English as a Foreign Language (EFL)
context.
Also, models have been examined mainly in terms of general noticing and their specific
potential for L1 transfer in EFL writing remains unexplored.
Consequently, the present study
will try
to fill this gap by examining
what a group of EFL
teenager notice when writing and comparing their writings to a model composition with a
special focus on L1 transfers which include lexical and structural items. [--]
Materias
Models,
Written corrective feedback,
EFL writing,
L1 transfer
Titulación
Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra /
Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan